Learning Module in Curriculum Development

LEARNING SURIGAO STATE COLLEGE OF
MODULE TECHNOLOGY
LEARNING MODULE
IN
MIE 203- CURRICULUM DEVELOPMENT
Prepared by:
ELVIS P. PATULIN, PhD, EdD
MIE 203- Curriculum Development

1 January 2021 Edition
Ailyn B. Caba, MA
Elvis P. Patulin, PhD, EdD
Hayde D. Fabroa, PhEdD
MODULE TECHNOLOGY
Title: 1.0 CURRICULUM: CONCEPTS, NATURE , AND PURPOSES

Topic: 1.1Concepts, Nature and Purposes of Curriculum
1.2 Components of Curriculum and Curricular Approaches
1.3 Teaching Learning Processes and Curriculum Development
Time Frame: 3 hours
Introduction:
Topic 1.1 of this module is all about school curriculum. This introductory module identifies the concepts,
nature and purposes of the curriculum. It gives the different points of view of curriculum from traditional to
progressive. Further, major foundations of curriculum are also included so the students could appreciate and
connect the different concept in the preceding topic.
Objectives: On the completion of this lesson you will be able to:
 define curriculum from different perspectives;

 describe the nature and scope of curriculum;
 describe the foundations of curriculum development;
 explain how each foundation influences the curriculum development;
Pre-Test : Discuss the following: ( Criteria for rating: Content – 7, Organization of idea-
3 ) Use extra sheet to write your answer.
1. What is your definition of a curriculum?
2. Do you have a traditional view of a curriculum, a progressive view or both?
Explain your view based on your definition.
Learning Activities:
Curriculum from Different Points of View
There are many definitions of curriculum. Because of this, the concept of curriculum is sometimes characterized
as fragmentary, elusive and confusing. However, the numerous definitions indicate dynamism that connotes
diverse interpretations of what curriculum is all about. The definitions are influenced by modes of thoughts,
pedagogies, and political as well as cultural experiences. Let us study some of these definitions.
1. Traditional Points of View of Curriculum
In the early years of the 20th century, the traditional concepts held of the curriculum is that it is a body of
subjects or subject matter prepared by the teachers for the students to learn. “It was synonymous to the “course
of study” and “syllabus”.
Robert M. Hutchkins views curriculum as “permanent studies” where the rules of grammar, reading, rhetoric and
logic and mathematics for basic education are
emphasized. Basic education should emphasize
the 3 Rs and college education should be
grounded on liberal education. On the other hand,
Arthur Bestor as an essentialist believes that the
mission of the school should be intellectual training;
hence curriculum should focus on the fundamental
intellectual disciplines of grammar, literature and
writing. It should also include mathematics,
science, history and foreign language.
This definition leads us to the view of Joseph Schwab that discipline is the sole source of curriculum. Thus in our
education system, curriculum is divided into chunks of knowledge we call subject areas in basic education such
as English, Mathematics, Science, Social Studies and others. In college, discipline may include humanities,

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MODULE TECHNOLOGY
sciences, languages and many more. To Phoenix, curriculum should consist entirely of knowledge which comes
from various disciplines.
Academic discipline became the view of what curriculum is after the cold war and the race to space.
Joseph Schwab, a leading curriculum theorist coined the term discipline as a ruling doctrine for curriculum
development. Curriculum should consist only of knowledge which comes from disciplines which is the sole
source.
Thus curriculum can be viewed as a field of study. It is made up of its foundations (philosophical,
historical, psychological, and social foundations); domains of knowledge as well as its research theories and
principles. Curriculum is taken as scholarly and theoretical. It is concerned with broad historical, philosophical
and social issues and academics.
Most of the traditional ideas view curriculum as written documents or a plan of action in accomplishing
goals.
2. Progressive Points of View of Curriculum
On the other hand, to progressivists’, a listing of school subjects, syllabi, course of study, and list of
courses or specific discipline do not make a curriculum. These can only be called curriculum if the written
materials are actualized by the learner. Broadly speaking, curriculum is defined as the total learning experiences
of the individuals. This definition is anchored on John Dewey’s definition of experience and education. He
believed that reflective thinking is a means that unifies curricular elements. Thought is nor derived from action but
tested by application.
Caswell and Campbell viewed curriculum as “all experiences children have under the guidance of
teachers.” This definition is shared by Smith, Stanley and Shores when they defined “curriculum as a sequence
of potential experiences set up in the schools for the purpose of disciplining children and youth in group ways of
thinking and acting.”
Marsh and Willis on the other hand view curriculum as all the “experiences in the classroom which are
planned and enacted by the teacher, and also learned by the students.
Points of View on Curriculum Development

From the various definitions and concepts presented, it is clear that curriculum is a dynamic process.
Development connotes changes which are systematic. A change for the better means any alteration, modification
or improvement of existing condition. To produce positive changes, development should be purposeful, planned
and progressive. This is how curriculum evolves.
Let’s us look at the two models of curriculum development and concepts of Ralph Tyler and Hilda Taba.
Ralph Tyler Model: Four Basic Principles. This is also popularity known as Tyler’s Rationale. He posited four
fundamental question or principles in examining any curriculum in schools. These four fundamental principles are
as follows:
1. What educational purposes should the school seek to attain?
2. What educational experiences can be provided that are likely to attain these purposes?
3. How can these educational experiences be effectively organized?
4. How can we determine whether these purposes are being attained or not?
In summary, Tyler’s Model shows that in curriculum development, the following considerations should
be made: (1) Purposes of the school, (2) Educational experiences related to the purposes, (3) Organization of
the experiences, and (4) Evaluation of the experiences.
On the other hand, Hilda Taba improved on Tyler’s Rationale by making a linear model. She believed
that teachers who teach or implement the curriculum should participate in developing it. Her advocacy was

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MODULE TECHNOLOGY
commonly called the grassroots approach. She presented seven major steps to her model where teachers could
have a major input.
These steps are as follows:

1. Diagnosis of learners needs and expectations of the larger society
2. Formulation of learning objectives
3. Selection of learning content
4. Organization of learning content
5. Selection of learning experiences
6. Organization of learning activities
7. Determination of what to evaluate and the means of doing it
Thus, as you look into curriculum models the three interacting processes in curriculum development are
planning, implementing and evaluating.
Types of Curriculum Operating in Schools
From the various concepts given, Allan Glatthorn (2000) describes seven types of curriculum operating in
the schools. These are:
1. Recommended curriculum – Most of the school curricula are recommended. The curriculum may come from a
national agency like the Department of Education, Commission on Higher Education (CHED), Department of
Science and Technology (DOST) or any professional organization who has stake in education. For example
the Philippine Association for Teacher Education (PAFTE) or the Biology Teacher Association (BIOTA) may
recommend a curriculum to be implemented in the elementary or secondary education.
2. Written curriculum – this includes documents, course of study or syllabi handed down to the schools, district,
division, departments or colleges for implementation. Most of the written curricula are made by curriculum
experts with participation of teachers. These were pilot-tested or tried out in sample schools or population.
Example of this is the basic education curriculum (BEC). Another example is the written lesson plan of each
classroom teacher made up of objectives and planned activities of the teachers.
3. Taught curriculum – the different planned activities which are put into action in the classroom compose the
taught curriculum. These are varied activities that are implemented in order to arrive at the objectives or
purposes of the written curriculum. These are used by the learners with the guidance of teachers. Taught
curriculum varies according the learning styles of the student and the teaching styles of the teachers.
4. Supported curriculum – In order to have a successful teaching, other than the teacher, there must be
materials which should support or help in the implementation of a written curriculum. These refer to the
support curriculum that includes materials resources such as textbook, computer, audio-visual materials,
laboratory equipment, playgrounds, zoos and other facilities. Support curriculum should enable each learner
to achieve real and lifelong learning.
5. Assessed curriculum – this refers to a tested or evaluated curriculum. At the duration and end of teaching
episodes, series of evaluations are being done by the teachers to determine the extent of teaching or to tell if
the students are progressing. This refers to the assessed curriculum. Assessment tools like pencil-and-paper
test authentic instruments like portfolio are being utilized.
6. Learned curriculum – this refers to the learning outcomes achieve by the student. Learning outcomes are
indicated by the results of the test and changes in behavior which can either be cognitive, affective or
psychomotor.
7. Hidden curriculum – this is the unintended curriculum which is not deliberately planned but mat modify
behavior or influence learning outcomes. There are lots of hidden curricula that transpire in the schools. Peer
influence, school environment, physical education, teacher-learner interaction, mood of the teachers and
many other factors make up the hidden curriculum.
Major Foundations of Curriculum

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MODULE TECHNOLOGY
Let us now look into the major foundations of a curriculum. Debates continue on what curriculum is and its
basic foundations. The commonly accepted foundation include philosophical, historical, psychological and social.
Let us examine briefly how each knowledge area provides the foundation to curriculum.
1. Philosophical Foundations of Curriculum
Philosophy provides educators, teachers and curriculum makers with framework for planning, implementing
and evaluating curriculum in schools. It helps in answering what schools are for, what subjects are important,
how student should learn and what materials and methods should be used. In decision making, philosophy
provides the starting point and will be used for the succeeding decision making.
The philosophy of a curriculum planner, implementor or evaluator reflects his or her life experiences,
common beliefs, social and economic background and education. For example, John Dewey (1916) looks at
“education as a way of life” a laboratory in which philosophy becomes concrete and is tested.
On the other hand, Ralph Tyler’s framework shows that philosophy is one of the five criteria in selecting
educational purposes. This is shown in Figure 1.
Suggestions
from
Subject Studies of
Studies of Specialists Contemporary
Learners
Life
School
Purposes
Use of Use of
Philosophy Psychology
of Learning
Figure 1- Tyler’s View of Philosophy in Relation to School Purposes

Let us look at the four educational philosophies and how these relate to curriculum. Study each educational
philosophy and match it to the aim of education, role of education, focus in curriculum and related curricular
trends. (Ornstein and Hunkins, 2004)
A. Educational Philosophy – Perennialism
Aim of Education – To educate the rational person; to cultivate the intellect.
Role of Education – Teachers help students think with reason. Based on the Socratic methods of oral exposition
or recitation; explicit or deliberate teaching of traditional values.
B. Educational Philosophy – Essentialism
Aim of Education – To promote the intellectual growth of the individual and educate a competent person.
Role of Education – The teacher is the sole authority in his or her subject area or field of specialization.
Focus in the Curriculum – Essentials skills of the 3 R’s and essential subjects of English, Science, History, Math
and Foreign Language
Curriculum trends – Excellence in education, back to basics and cultural literacy

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C. Educational Philosophy – Progressivism

Aim of Education – To promote democratic and social living
Role of Education – Knowledge leads to growth and development of lifelong learners who actively learn by
doing
Focus in the Curriculum – Subjects are interdisciplinary, integrative and interactive. Curriculum is focused on
students’ interest, human problems and affairs
Curriculum Trends – School reforms, relevant and contextualized curriculum, humanistic education
D. Educational Philosophy – Reconstructionism
Aim of Education – To improve and reconstruct society Education for change
Role of Education – Teachers act as agents of change and reform in various educational projects including
research
Focus in the Curriculum – Focus on present and future trends and issues of national and international interests
Curriculum Trends – Equality of educational opportunities in education, access to global education
You can see that an educational philosophy lays the strong foundation of any curriculum. A curriculum
planner or specialist, a curriculum implementor or the teacher, school administrator or curriculum evaluator
whether school-based or externally-based anchors his/her decision making process on a sound philosophy.
2. Historical Foundations of Curriculum
Why is it important to know the historical foundations of curriculum? Curriculum is not an old field.
Majority of scholars would place its beginning in 1918 with the publication of Franklin Bobbit’s book The
Curriculum.
Philippine education came about from various foreign influences. This can be traced back to our
glorious history. Of all foreign educational systems, the American educational system has the greatest influence
on our educational system. Here we present several curriculum theorists and how they view curriculum from a
historical perspective. They are presented chronologically from the time of Bobbit in 1676-1956 to Ralph W. Tyler
in 1902-1994.
1. Franklin Bobbit (1876-1956) – Bobbit presented curriculum as a science that emphasizes on students’
need. Curriculum prepares students for adult life. To Bobbit, objectives with corresponding activities should be
grouped and sequenced. This can only be done if instructional activities and tasks are clarified.
2. Werret Charters (1875-1952) - Like Bobbit, to Charters curriculum is a science. It gives emphasis on
students’ needs. The listing of objectives and matching these with corresponding activities ensures that the
content or subject matter is related to objectives. The subject matter and the activities are planned by the
teacher.
3. William Kilpatrick (1971-1965) – Curricula are purposeful activities which are child-centered. The purpose of
the curriculum is child development and growth. The project method was introduced by Kilpatrick where teacher
and student plan the activities. The curriculum develops social relationships and small group instruction.
4. Harold Rugg (1886-1960) – To Rugg, curriculum should develop the whole world. It is child-centered. With
the statement of objectives and related learning activities, curriculum should produce outcomes. Harold Rugg
emphasized social studies and the teacher plans curriculum in advance.
5. Hollis Caswell (1901-1989) – Sees curriculum as organized around social functions of themes, organized
knowledge and learners’ interest. Caswell believes that curriculum is a set of experiences. Subject matter is
developed around social functions and learners’ interests.
6. Ralph Tyler (1902-1994) – As one of the hallmarks of curriculum, Tyler believes that curriculum is a science
and an extension of school’s philosophy. It is based on students’ needs and interest. To yler, curriculum is
always related to instruction. Subject matter is organized in terms of knowledge, skills and values. The process
emphasizes problem solving. The curriculum aims to educate generalists and not specialists.
The historical development shows the different changes in the purposes, principles and content of the
curriculum. The different changes are influenced by educational philosophy, psychology and pedagogical

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theories. This implies that curriculum is ever changing putting in knowledge and content from many fields of
disciplines.
3. Psychological Foundations of Education
Psychology provides a basis for the teaching and learning process. It unifies elements of the learning
process and some of the questions which can be addressed by psychological foundations of education. How
should curriculum be organized to enhance learning? What is the optimum level of students’ participation in
learning the various contents of the curriculum?
In this module, we shall consider three groups of learning theories: behaviorism or association theories;
cognitive-information processing and humanistic theories (Ornstein & Hunkins, 2004).
Let us review some theories in learning related to these clusters of learning theories.
1. Behaviorist Psychology
Behaviorism dominated the 20th century psychology. It includes among others connectionism of Edward
Thorndike, which influenced both Ralph Tyler and Hilda Taba who are considered to be one of the well-known
curricularists. Ivan Pavlov’s classical conditioning and B.F. Skinner’s operant conditioning were all behaviorists in
character. Albert Bandura’s modeling and observation theory is also related to behavior. Among the behaviorists,
Robert Gagne’s hierarchical learning or sets of behavior and five learning outcomes became classic examples.
These learning outcomes include: (1) intellectual skills or “knowing how” to categorize and use symbols, forming
concepts and problem solving; (2) information or “knowing what” knowledge about facts, dates and names; (3)
cognitive strategies or learning skills; (4) motor skills; and (5) attitudes, feelings and emotions learned through
experiences (Gagne, 1987). The listed learning outcomes overlap with the domains in the taxonomy of
educational objectives which are cognitive, affective and psychomotor.
To the behaviorists, learning should be organized in order that students can experience success in the
process of mastering the subject matter. The method is introduced in a step by step manner with proper
sequencing of task which is viewed by other educational psychologist as simplistic and mechanical.
2. Cognitive Psychology
How do learners store information? How do they retrieve data and generate conclusions? These are some
of the basic questions asked by cognitive psychologists.
These psychologists focus their attention on how they monitor and manage thinking. Among the advocates
of cognitive psychology are Jean Piaget for his Cognitive Development stages, Lev Vygotsky for his Social
Constructivism, Howard Gardner for his Multiple Intelligences, Felder and Silverman for their Learning Styles,
Daniel Goleman for Emotional Intelligences and many more.
To the cognitive theorists, learning constitutes a logical method for organizing and interpreting learning.
Learning is rooted in the tradition of subject matter and is similar to the cognitive development theory. Teachers
use a lot of problem and thinking skills in teaching and learning. These are exemplified by practices like reflective
thinking, creative thinking, intuitive thinking, discovery learning and many others.
3. Humanistic Psychology
Humanist psychologists are concerned with how learners can develop their human potential. Traditional
psychologists do not recognize humanistic psychology as a school of psychology. However, observers view
humanistic psychology as the third force learning theory after behaviorism and cognitive development. It is built
on Gestalt psychology where learning can be explained in terms of the wholeness of the problem and where the
environment is changing and the learner is continuously reorganizing his or her perceptions. Aside from the
theory of gestalt, Abraham Maslow’s theory of human needs for self-actualizing persons and Carl Rogers’ non-
directive lives, also fall under humanistic psychologists, curriculum is concerned with the process not the
products; personal needs not subject matter; psychological meaning and environmental situations.

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In summary, psychology has a great influence in the curriculum. Learners are not machines and the mind is
not a computer. Humans are biological beings affected by their biology and their cultures. The psychological
foundations will help curriculum makers in nurturing a more advanced, more comprehensive and complete
human learning.
4. Social Foundations of Education
Schools exist within the social context. Societal culture affects and shapes schools and their curricula. The
way school buildings are structured, the way classrooms and students are organized reflect the cultural views
and values of the society. In considering the social foundations of curriculum, we must recognize that schools are
only one of the many institutions that educate society. The home, the family, community likewise educate the
people in the society. But schools are formal institutions that address more complex and interrelated societies
and the world.
Society as ever dynamic is a source of very fast changes which are difficult to cope with and to adjust to.
Thus schools are made to help to understand these changes. However, some observations point out to the fact
that schools are conservative institutions that lag behind when they are supposed to be agents of change, Thus,
in order for schools to be relevant, school reforms and education for all.
The relationship of curriculum and society is mutual and encompassing. Hence, to be relevant, the curricula
should reflect and preserve the culture of society and its aspirations. At the same time society should also imbibe
the changes brought about by the formal institutions called schools.

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Self-Evaluation: Use extra sheet to answer the following.

Let us find out how much we have learned from the lesson. You may go back to your readings and activities
which you have done before. Good luck!
1. Name five persons who contributed to the field of curriculum. Give the contribution of each.
2. How philosophy, psychology, history and society influence the development of a curriculum?
3. Explain how the three processes of planning, implementing and evaluating are used in curriculum
development?
Review of Concepts:
 Curriculum from Different Points of View
1. Traditional Points of View of Curriculum- permanent studies, syllabus, view curriculum as written
documents or a plan of action in accomplishing goals.
2. Progressive Points of View of Curriculum- total experiences of the learner
 Types of Curriculum Operating in Schools
1. Recommended curriculum- curriculum recommended coming from national agency
2. Written curriculum- includes syllabus, lesson plan and documents handed down to school
3. Taught curriculum – putting into action what is being written in curriculum
4. Supported curriculum- refer to the support curriculum that includes materials resources such as textbook,
computer, audio-visual materials, laboratory equipment, playgrounds, zoos and other facilities
5. Assessed curriculum- refers to a tested or evaluated curriculum
6. Learned curriculum- learning outcomes achieve by the student.
7. Hidden curriculum - unintended curriculum, learning which are not plan or pre-plan
 Major Foundations of Curriculum
1. Philosophical Foundations of Curriculum
2. Historical Foundations of Curriculum
3. Psychological Foundations of Education
4. Social Foundations of Education
POST-TEST:
Let us pause for a while and reflect on what we have read, discussed, shared and observed in the lesson. This
portion will require to have a deep thinking. Answer the following questions: (Criteria for Rating: Content-
7,Organization of Idea- 3)
1. Can a school exist without a curriculum? Why or why not?
2. How does a strong beliefs or philosophy influence curriculum?
3. As teachers or future teachers, how important will a curriculum be to

you?
4. What are the implications of an ever changing curriculum to teachers?

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Topic: 1. 2 Components of Curriculum and Curricular Approaches

Time Frame: 3 Hours
Introduction:
Topic 1.2 describes the components of curriculum and curricular approaches with their definitions of the
different terms. Examples were also given so that the students could further understand the concept .It also
provides a wider perspective for the teachers which the curriculum is anchored.
 describe the nature and scope of curriculum;
 describe the different approaches and reflect on how the different approaches interrelate
with each other;
 enumerate and discuss the different components of the curriculum.
PRE-TEST:
Discuss the following: ( Criteria for rating: Content – 7, Organization of idea- 3 ) .
Use extra sheet to write your answer.
1. What are the different components of curriculum? Describe each.
2. Why do we need to consider the different approaches in curriculum working in planning, implementing
and evaluating the curriculum?
Components of Curriculum and Curricular Approaches
Elements/Components of the Curriculum
For most curricula, the major components or elements are (1) aims, goals and objectives; (2) subject
matter/content; (3) learning experiences and (4) evaluation approaches.
When translated into questions, each component can be addressed by the following:
1. What is to be done?
2. What subject matter is to be included?
3. What instructional strategies, resources and activities will be employed?
4. What methods and instruments will be used to assess the results of the
curriculum?
Component 1 – Curriculum Aims, Goals and Objectives
A formal curriculum is embedded in a formal institution called schools. Schools
are established institutions which are either run by the government or by the
private sector. The Philippines educational system is divided in three
educational levels: primary, secondary and tertiary levels. Based on the
Philippine Constitution of 1987, all schools shall aim to:
1. Inculcate patriotism and nationalism

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2. Foster love humanity

3. Promote respect for human rights
4. Appreciate the role of national heroes in the historical development of the country
5. Teach the rights and duties of citizenship
6. Strengthen ethical and spiritual values
7. Develop moral character and personal discipline
8. Encourage critical and creative thinking
9. Broaden scientific and technological knowledge and promote vocational efficiency
Aims of Elementary Education (Education Act of 1982)
In the elementary level, schools through their curricula should aim to:
 Provide knowledge and develop skills, attitudes, values essential to personal development and necessary for
living in and contributing to a developing and changing society;
 Provide learning experiences which increase the child’s awareness of an responsiveness to the changes in the
society;
 Promote and intensify knowledge, identification with and love for the nation and the people to which he
belongs; and
 Promote work experiences which develop orientation to the world of work and prepare the learner to engage in
honest and gainful work.
Aims of Secondary Education
In high school or secondary level, educational curricula aim to:
 Continue to promote the objectives of elementary education; and
 Discover and enhance the different aptitudes and interests of students in order to equip them with skills for
productive endeavor and or to prepare them for tertiary schooling.
Aims of Tertiary Education
Tertiary education refers to college and university formal education based on the curricula of the different
courses. The different courses should aim to:
 Provide general education programs which will promote national identity, cultural consciousness, moral
integrity and spiritual vigor;
 Train the nation’s manpower in the skills required for national development;
 Develop the professions that will provide leadership for the nation; and
 Advance knowledge through research and apply new knowledge for improving the quality of human life and
respond effectively to changing society.
Based on the mandate of the constitution, each school therefore should be guided by its vision, mission and
goals and its curricula should also revolve around these.
The schools vision is a clear concept of what the institution would like to be in the future. It provides the focal
point or unifying element according to which the school staff, faculty, students perform individually or collectively.
It is the guiding post around which all educational efforts including curricula should be directed. The school’s
vision can be very ambitious but that is a characteristic of a vision.
Examples of a school’s vision
1. A model performing high school where students are equipped with knowledge, skills and strength of character
to realize their potential to the fullest.
2. Commits to the Exemplary Christian Education for Life and responsive to the needs of the total person and the
world.
3. An innovative and technologically-advanced State College in Caraga region.

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The school’s mission statement, spells out how it intends to carry out its Vision. The mission targets to produce
the kind of persons the students will become after having been educated over a certain period of time.
Examples of school’s mission
1. To produce globally competitive lifelong learners
2. Commits to the total development of individuals for life adjustment and to the up liftment of the economically
deprived but deserving students through quality instruction, updated facilities and curricula responsive to the
needs of the times.
The school’s vision, and mission are further translated into goals which are broad statements or intents to be
accomplished. Specifically, the vision statement is the end-product envisioned at the end of the schooling
process based on shared beliefs and values culled from the school philosophy. While the mission statement is a
set of very broad statement that spell out what the school is all about and how it intends to carry out its Vision in
its educational effort. The school goals however, are broad statements of intent or direction delineating the
Mission Statement in the different domains or areas of schooling. Goals are general and timeless and are not
concerned with any particular achievement within a prescribed period of time. Data for the sources of school
goals may include the learners, the society and the fund of knowledge.
Examples of school goals:
1. Build a strong foundation of skills and concepts
2. Efficient and effective administration responsive of the needs of the university and community
In a curriculum, these goals are made simple and specific for the attainment of each learner. These are
called educational objectives. Benjamin Bloom and Robert Mager defined educational objectives in two ways:
1. Explicit formulations of the ways in which students are expected to be changed by the educative process,
and
2. Intent communicated by statement describing a proposed change in learners.
In other words, objectives direct the change in behavior which is the ultimate aim of learning. They provide the
bases for the selection of learning content and learning experiences. They also set the criteria against which
learning outcomes will be evaluated.
Benjamin Bloom and his associates classified three big domains of objectives. These are cognitive, affective
and psychomotor domains.
Each domain is composed of specific skills, attitudes and values which are presented in hierarchy or levels.
Although there are some modifications in the concepts of behavioral objectives, the original ideas are presented
in this section.
Cognitive Domain (Bloom et al 1956) – domain of thought process
1. Knowing- which has to do with learning and recalling facts, terms and other symbols, classifications, events
trends, principles, ways of working and theories. It is the lowest cognitive level
Sample Objective: Name the different parts of a flower.
2. Comprehending- which involves interpreting content, translating it to another form and extrapolating
elements from one situation to another. It is ability to grasp the meaning of materials. It indicates the lowest form
of understanding
Sample Objective: Explain a graph showing population growth trends.
3. Applying- which is using in new situations that which one has already learned previously. The ability to use
learned materials in new and concrete situation
Sample Objective: Show how respect for human rights is taken into account in RA 3578.

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4. Analyzing- which consists of breaking up wholes into their component parts and noting the nature of the
parts and their relationship to another or it is the ability to break down materials into component parts so that its
organizational structure may be understood.
Sample Objective: Specify the causes of World War II.
5. Synthesizing- which is putting discrete or isolated elements together and creating something new by
combining these elements. Or it is the ability to put parts together to form a new whole.
Sample Objective: Construct a model showing how soil erosion can be contained.
6. Evaluating- which is judging the worth of something or somebody based on certain criteria. Sample
Objective: Distinguish between drawings which illustrate use of color and lines to focus attention on central
features and drawings that do not.
 Affective Domain – (Krathwohl, 1964) – domain of valuing, attitude and appreciation
1. Receiving- students’ willingness to pay attention to particular event, stimuli or classroom activities
Sample Objective: Listen attentively to the first movement of “Nutcracker Suite”
2. Responding- active participation on the part of the students
Sample Objective: Select three books voluntarily for leisure reading and state ways in which they are interesting
to the reader.
3. Valuing – concerned with the worth or value a student attaches to a particular phenomena, object or
behavior
Sample Objective: Show conviction by writing a letter of protest to a congressman on a bill deemed detrimental
to public morals.
4. Organizing values – concerned with bringing together different values and building a value system
Sample Objective: Formulate and state judgments on certain issues related to extension of equal work
opportunities and privileges to women.
5. Characterizing values-developing a lifestyle from a value system
Sample Objective: Exhibit in several unrelated instances fulfillment of a promise once given.
Psychomotor Domain – (Simpson, 1972) – domain of the use of psychomotor attributes.
1. Fundamental Movements- These include physical motions such as walking, jumping, running, pulling,
pushing and manipulating.
Sample Objective: Dribble a basketball ten times.
2. Perceptual Abilities. These refer to visual, auditory, tactile, kinesthetic and coordinated activities.
Sample Objective: Write correctly all the letters of the English Alphabets.
3. Physical Abilities– These include showing physical prowess, strength, endurance, agility, dexterity and time
required to react or respond to stimulus.
Sample Objective: Do ten pushups in one minute.
4. Skilled Movements– These include well-coordinated movements in games, sports and the arts.
Sample Objective: Play a full quarter in a basketball game.
5. Nondiscursive Communication-These include non-verbal communications through facial expressions,
gestures, postures and creative body expressions.
Sample Objective: Create a rhythmic movement sequence and execute it to a musical accompaniment.

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MODULE TECHNOLOGY
Component 2 – Curriculum Content or Subject Matter

All curricula have content, regardless of their design or models. Content is more than simply information
to be learned in school. To some curriculum specialists, content or subject matter is another term for knowledge.
It is a compendium of facts, concepts generalization, principles and theories. The fund of human knowledge
represents the repository of accumulated discoveries and inventions of man down the centuries, due to man’s
exploration of his world. This is the subject centered view of the curriculum. On the other hand those who views
knowledge as the learner-centered, relates knowledge to the individual’s personal and social world and he or she
defines reality. According to Gerome Bruner, “knowledge is a model we construct to give meaning and structure
to regularities in experienced”.
Let us look into broad subject areas in basic or general education.
Each subject area has its own body of subject matter or learning content. These are just examples.
Communication Arts – include skills in listening, speaking, reading and writing as well as the effective
use of language in daily living.
Mathematics – includes numeric and computational skills, geometry and measurement, algebra, logic
and reasoning.
Science – includes all branches of the natural sciences, exploration and discovery dealing with natural
phenomena and the use of scientific method of investigation.
Social Studies – include basic elements of Geography, History,
Sociology, Anthropology, Economics, Civics, Political Science and Psychology.
Music – includes basic music theory, practice in listening, singing, playing musical instruments and
music preparation.
Physical Education – includes health and physical fitness, individual and team sports, spectatorship and
wise use of leisure.
Vocational Education – includes psychomotor and manipulative skills in basic crafts and trades, design,
work ethic and appreciation of manual productive work.
What subject matter will be taught in the different clusters in order to achieve the objectives?
What criteria should be used in selecting the content? Content selection is a very crucial stage in curriculum
development.
Here are some criteria which can be utilized in the selection of subject matter content or knowledge for the
curriculum.
1. Self-sufficiency – according to Scheffler (1970) the prime guiding principle for content selection is helping the
learners to attain maximum self-sufficiency in learning but in the most economical manner. Economy means less
teaching effort and educational resources, less learners’ effort but more results and effective learning outcomes.
2. Significance – when content or subject will contribute to basic ideas, concepts, principles, and generalization
to achieve the overall aim of the curriculum, then it is significant. It is also significant if it will develop learning
abilities, skill, processes and attitude. Subject matter is significant if it will develop the cognitive, affective and
psychomotor skills of the learners. It can also be significant if the cultural aspects will be considered.
3. Validity – the authenticity of the subject matter selected is its validity. With information explosion, oftentimes,
knowledge selected for school content may become obsolete. Thus subject matter should be checked or verified
at regular intervals, to determine if the content that was originally valid continues to be.

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4. Interest – for a learner-centered curriculum, this is the key criterion. A learner will be value the content if it is
meaningful to him or her. Students’ interests should be considered and adjusted taking into consideration
maturity, prior experiences, educational and social of their interest among others.
5. Utility – usefulness of the content or subject matter may be relative to the learner who is going to use it.
Usefulness maybe either be for the present or future. Questions like “will I use it in my future job?” “Will it add
meaning to my life or develop my human potential?” Or “Will the subject matter be useful in solving my current
problems?
6. Learnability – Subject matter in the curriculum should be within the range of the experiences of the learners.
This is clearly suggested by the psychological foundations of a curriculum. There are ways of presenting subject
matter or content which can easily be learned. Optimal placement and appropriate organization and sequencing
of contents are the two ways by which these can be done.
7. Feasibility – Can the subject matter or content be learned within the time allowed, resources available,
expertise of the teacher, and the nature of the learners? Content selection should be considered within the
context of the existing reality in schools, in society and government.
There are other considerations that may be used in the selection of the learning content. It would be of great
help if curriculum makers can use them. As a guide, subject matter or content can be selected for use if these
are:
a. frequently and commonly used in daily life;
b. suited to the maturity levels and abilities of student;
c. valuable in meeting the needs and the competencies of a future career;
d. related with other subject areas; and
e. Important in the transfer of learning.
In organizing or putting together the different learning contents Palma, 1992 suggested the following principles:
balance, articulation, sequence, integration and continuity.
Curriculum content should be fairly distributed in depth and breadth of the particular learning area of discipline.
This will ensure that the level or area will not be overcrowded or less crowded. This refers to BALANCE.
When each level of subject matter is smoothly connected to the next glaring gaps and wasteful overlaps in the
subject matter will be avoided. Teamwork among the teachers will enhance ARTICULATION of contents in the
curriculum.
SEQUENCE is the logical arrangement of the subject matter. It refers to the deepening and broadening of
content as it is taken up in the higher levels.
The horizontal connections are needed in subject areas that are similar so that learning will be related to another.
This is INTEGRATION. This will help the learner get holistic or unified view of reality and outlook in life.
Learning requires a continuing application of the new knowledge, skill, attitudes or values so that these will be
used in daily living. The constant repetition, review and reinforcement of learning is what is referred to as
CONTINUITY.
Component 3 – Curriculum Experiences
This section will not discuss in detail the different instructional strategies that provide the experiences. Instead
it will link instructional strategies and methods to curriculum experiences, the core or the heart of curriculum. The
instructional strategies and methods will put into action the goals and use the contents in order to produce an
outcome.

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MODULE TECHNOLOGY
Teaching strategies convert the written curriculum to instruction. Both the teacher and the learner take actions
to facilitate learning. The actions are based on planned objectives, the subject matter to be taken and the support
materials to be used. These will include the multitude of teaching methods and educational activities which will
enhance learning. Among these are the time tested methods, inquiry approaches, constructivist and other
emerging strategies that complement new theories in teaching and learning. Educational activities like field
viewing, conducting experiments, interacting with computer programs, field trips and other experiential learning
will also form part of the repertoire of teaching.
Wherever methods the teacher utilizes to implement the curriculum, there will be some guide for selection and
use. Here are some of them:
1. Teaching methods are means to achieve the end. They are used to translate the objectives into action.
2. There is no single best teaching method. Its effectiveness will depend on the learning objectives, the
learners and skill of the teacher.
3. Teaching methods should stimulate the learners desire to develop the cognitive, affective, psychomotor,
social and spiritual domain of the individual.
4. In the choice of the teaching methods, learning styles of the students should be considered.
5. Every method should lead to the development of the learning outcomes in the three domains: cognitive,
affective and psychomotor.
6. Flexibility should be a consideration in the use of the teaching methods.
Component 4 – Curriculum Evaluation
According to Worthen and Sanders, (1987) all curricula to be effective must have the element of evaluation.
Curriculum evaluation here may refer to the formal determination of the quality, effectiveness or value of the
program, process, product of the curriculum. Tuckman (1985) defines evaluation as meeting the goals and
matching them with the intended outcomes. From the definitions, several models of evaluation came up. The
most widely used is Stufflebeam’s CIPP (Content, Input, Product, Process) Model. In CIPP, the process is
continuous and is very important to curriculum managers like principals, supervisors, department head, deans
and even teachers.
The context refers to the environment of the curriculum. The real situation where the curriculum is operating is
its context. Simply put, context evaluation refers to situation analysis. Input refers to the ingredients of the
curriculum which include the goals, instructional strategies, the learner, the teacher, the contents and all the
materials needed. The process refers to the ways and means of how the curriculum has been implemented. This
component of the CIPP looks into the entire operations of the curriculum. The product indicates if the curriculum
accomplishes its goals. It will determine to what extent the curriculum objectives have been achieve.
The CIPP model can be taken as a whole, or each component taken separately. It is a long and continuous
process.
Within the evaluation process, smaller and more specific activities are needed to determine the effectiveness
of the curriculum. These activities include assessment and measurement of learning outcomes, the ultimate
product of a curriculum. Different methods can be utilized like diagnostic, placement, formative or summative
evaluation or the norm referenced or criterion-referenced measurement. With the variety of evaluation methods
are the different materials which can be effectively utilized. You will study these in more detail in the modules that
come later.

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MODULE TECHNOLOGY
Regardless of the methods and materials evaluation will utilize, a suggested plan of action for the process of
curriculum evaluation is introduces. These are steps.
1. Focus on one particular component of the curriculum. Will it be the subject area, the grade level, the course,
or the degree program? Specify the objectives of evaluation.
2. Collect or gather the information. Information is made up of data needed regarding the object of evaluation.
3. Organize the information. This step will require coding, organizing, storing and retrieving data for
interpretation.
4. Analyze information. An appropriate way of analyzing will be utilized.
5. Report the information. The result of evaluation should be reported to specific audiences. Reporting can be
done formally in conferences with stakeholders, or informally through roundtable discussion and conversation.
6. Recycle the information for continuous feedback, modification and adjustment to be made.
In summary, the components of a curriculum are distinct but are interrelated to each other in a curricular
design as shown in figure 2.
Aims
Objectives
Matter
Subject
Content/
Evaluation
Strategies
Methods/
Figure 2 – Interrelationship of the Components of Curriculum
ACTIVITY
Activity: Finding an example

Instructions:
1. Secure a copy of a sample Lesson Plan.
2. Using the matrix given below, analyze the sample you secured and give your suggestions based on the
principles and concepts you learned in this lesson.

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MODULE TECHNOLOGY
Components Copy from the Sample Your comment/suggestion

Title of the Lesson Plan
Intended Learning
Outcomes/Objectives
Content/Subject Matter
Methods/Strategies
Evaluation/Assessment
Use extra sheet if necessary.
Curriculum Approaches
There are four curriculum approaches that will be presented in this lesson. Curriculum practitioners and
implementers may use one or more approaches in planning, implementing and evaluating the curriculum. Even
textbook writers or instructional material producers have different curricular approaches. Let us study and
understand each example.
 Behavioral approaches – anchored on the behaviorist principles, behavioral approach to curriculum is
usually based on a blueprint. In the blueprint, goals and objectives are specified, contents and activities are also
arranged to match with the learning objectives. The learning outcomes are evaluated in terms of goals and
objectives set at the beginning. Behavioral approach which was started with the idea of Frederick taylor is aimed
to achieve efficiency. In the factory for example, the worker will be paid according to his output produced with in a
specific period of time. In education, behavioral approach begins with educational plans that start with the setting
of or objectives. These are considered as important ingredients in curriculum implementation as evaluating the
learning outcomes as ca charges of behavior. The change in behavior indicates the measure of the
accomplishments.
 Managerial approach – the managerial approach became a dominant curriculum approach in the 1950’s and
1960’s. The principal is the curriculum leader and at the same time instructional leader who is supposed to be the
general manager. The general manager sets the policies and priorities, establishes direction of change and
innovation, and planning and organizing curriculum and instruction. School administrators are less concerned
about the content than about organization and implementation. They are less concerned about subject matter,
methods and material than improving curriculum. Curriculum manager look at curriculum changes and
innovations as they administer the resources and restructure the school. Some of the roles of the curriculum
supervision (Ornstein and Hunkins,2004) are the following:
1. Help develop the school’s education goals.
2. Plan curriculum with students, parent, teachers and other stakeholders.
3. Design programs of study by grade levels.
4. Plan or schedule classes or school calendar.
5. Prepare curriculum guides or teacher guides by grade level or subject area.
6. Help in the evaluation and selection of textbooks.
7. Observe teachers.
8. Assist teachers in the implementation of the curriculum.
9. Encourage curriculum innovation and change.

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MODULE TECHNOLOGY
10. Develop standards for curriculum and instructional evaluation.

 Systems approach – The systems approach to curriculum was influenced by systems theory. In the
systems approach to curriculum, the parts of the total school district or school are examined in terms of how they
relate to each other. The organizational chart of the school represents a system approach. It shows the line staff
relationship of personnel and how decisions are made. To George Beauchamp, the systems theory of education
sees the following to be of equal importance are (1) administration (2) counseling (3) curriculum (4) instruction
and (5) evaluation.
 Humanistic approach – This approach is rooted in the progressive philosophy and child centered movement.
The humanistic approach considered the formal or planned curriculum and informal or hidden curriculum. It
considers the whole child and believes that in curriculum the total development of the individual is the prime
consideration. The learner is at the center of the curriculum.
Self- Evaluation:
Let us return to Lesson 1. 2 and quickly find out what learning outcomes we have achieved. Just answer YES or
NO to the questions that follow:
1. Can a school curriculum succeed without a clear vision?
2. Should the school’s mission be reflected in all its curricula?
3. Will subject matter dictate the approach in curriculum?
4. Should the learning activities be congruent to the objectives of the curriculum?
5. Should evaluation of learning outcomes be based on the experiences of the learners?
6. As a student of curriculum, will you put equal emphasis on the four curricular components?
7. Does a principal with a humanistic approach to curriculum emphasize most memorization of subject matter?
8. Does the systems approach to curriculum consider only each part?
9. Can there be a curriculum without evaluation?
10. Can experiences be measured?
Review of Concepts:
 Components of the Curriculum
Component 1 – Curriculum Aims, Goals and Objectives
Component 2 – Curriculum Content or Subject Matter
Component 3 – Curriculum Experiences
Component 4 – Curriculum Evaluation
 Curriculum Approaches
Behavioral approaches- A behavioral approach to classroom
management focuses on establishing clear expectations for appropriate behavior, monitoring
behavior, and then reinforcing appropriate behavior and redirecting inappropriate behavior.
Managerial approach- general manager sets the policies and priorities, establishes direction of change
and innovation, and planning and organizing curriculum and instruction
Systems approach- is a systematic attempt to coordinate all aspects of a problem towards specific
objectives. In the context of education, system is a unit as a whole incorporating all its aspects
and parts, namely, pupils, teachers, curriculum, content and evaluation of instructional
objectives.
Humanistic approach- is an educational theory that believes in teaching the 'whole' child. A humanist
approach will have a strong focus on students' emotional wellbeing and eternally view children
as innately good 'at the core'.
POST-TEST:

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MODULE TECHNOLOGY
Instruction: After learning from this lesson, how would you prepare yourself
to become a teacher, using the different approaches to curriculum? Write on
the space below:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Topic: 1.3 Teaching Learning Processes and Curriculum Development

Time Frame: 3 hours
 define teaching and learning;
 enumerate and discuss the teaching process
 enhance understanding of the role of the teacher as a curricularist in the classroom.
Introduction:
Curriculum is a dynamic process. In curriculum development, there are always changes that occur that
are intended for improvement. Because of changing paradigms different definitions of teaching and learning
has evolved. In this topic, the different role of the teacher is also discussed in the series of actions from planning,
implementing, and evaluating. It also includes the indicators of a good teaching that would help the learning
process. Further, the different learning as a process in curriculum, events of learning and theories are also
included which aid teacher in facilitating learning.
Pre-Test:
Discuss the following: ( Criteria for rating: Content – 7, Organization of idea- 3 )
Use extra sheet to write your answer.
1. What is teaching? Learning?
2. What are the different phases of learning?
Teaching as a Process in Curriculum
What do you know about teaching? This section clarifies the process of teaching as it relates to the
experiences in the curriculum, an important ingredient.
Good teaching is difficult to agree upon. While it remains to be difficult to agree on what teaching is, effective
teaching can be demonstrated. Effective teaching is one that will bring about the intended learning outcomes.
Because of the changing paradigms of teaching, several definitions have evolved based on the theories of
teaching and learning that have come about. Some view teaching as an organization of meaningful learning. To
the traditionalists, teaching is the process of imparting knowledge and skills required to master a subject matter.
It is a process of dispensing knowledge to an empty vessel which is the mind of the learner. Teaching is showing,
telling, giving instruction, making someone understand in order to learn. In this instance, the person who teaches
controls learning. This person is a teacher, a dispenser of knowledge, an ultimate authority, a director of learning.

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MODULE TECHNOLOGY
On the other hand, as progressive and humanist education advance, the meaning of teaching broadened to
fit the psychological meaning of the term. Teaching is now perceived as stimulating, directing, guiding the learner
and evaluating the learning outcomes of teaching. The teacher’s role in teaching becomes complex but has given
the learner responsibility to learn. Teaching then is the process to enables to learn on his/her own.
PLAN IMPLEMENT EVALUATE
Feedback and Reflections

Figure 3 – Teaching Process
The teacher now becomes the decision maker in the teaching process. Let us look at the teaching process as
a series of actions from PLANING, IMPLEMENTING AND EVALUATING. It looks similar to curriculum
development. Definitely, it is because the process of teaching replicates the process of curriculum development.
The implementation phase of curriculum development is the actual teaching and experiencing of the curriculum.
The teaching process is shown in Figure 3.
In teaching, the planning phase includes decision about (a) the needs of the learners, (b) achievable goals
and objectives to meet the needs, (c) the selection of the content to be taught, (the motivation to carry out the
goals, (e) the strategies most fit to carry out the goals and (f) the evaluation process to measure learning
outcomes.
Teaching plans maybe short term like the daily plan or long term plan like the unit plan or a yearly plan. In a
plan, considerations should include the learner, availability of materials, time requirements of particular activities,
the strategies needed to achieve the objectives and the teacher. The planning phase recognizes the intent that it
will be the learners who will learn, hence the next phase will engage more the learner.
The implementation phase requires the teacher to implement what has been planned. Based on the
objectives, implementation means to put into action the different activities in order to achieve the objectives
through the subject matter. Here two important players are involved: the teacher and the learner. Their
interaction is important in the accomplishment of the plan. Most often the planning phase directs what will be
done in the activity but such can also be flexible. The use of different teaching styles and strategies should be
included in the implementation phase.
In the evaluation phase, a match of the objectives in the learning outcomes will be made. The kind of
information should be determined so that the type of evaluation should be chosen to fit the purpose. Simply, the
evaluation phase will answer the question if the plans and implementation had been successfully achieved.
In all the three phases of teaching, a continuous process of feedback and reflection is made. To give a
feedback is to give information as to whether the three phases were appropriately done and gave good results. In
short, feedback is the reflection on the feedback. Is there a need to adjust something in planning, implementation
and evaluation? Reflection is a process embedded in teaching where the teacher inquires into his or her action
and provides deep and critical thinking.
On the basis of the diagram, basis assumptions can be made. These assumptions are:
(1) That teaching is goal-oriented with the change of behavior as the ultimate end;
(2) That teachers are the ones who shape actively their own actions;
(3) That teaching is a rational and a reflective process; and
(4) That teachers by their actions can influence learners to change their own thinking

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MODULE TECHNOLOGY
or desired behavior, thus teaching is a way of changing behavior the intervention of the teacher.
To further clarity, what teaching is all about there are some indicators which you can use to guide in the
process of good teaching.
 Good teaching is one that is well planned and where activities are interrelated to each other.
 Good teaching is one that provides learning experiences or situations that will ensure understanding,
application and critical thinking.
 Good teaching is based on the theories of learning.
 Good teaching is one where the learner is stimulated to think and reason.
 Good teaching utilizes prior learner and its application to new situations.
 Good teaching is governed by democratic principles.
 Good teaching embeds a sound evaluation process.
Learning as a Process in Curriculum
“To teach, is to make someone to learn.” This statement means that the end product of teaching is learning.
What is learning? What are the ways of learning? When do say that we have learned?
Let us now look closer at the concept of learning as it relates to the concepts of curriculum.
Learning is usually defined as a change in an individual’s behavior caused by experiences or self-activity. It
implies that learning can only happen through the individual’s activity or his/her own doing. Most learning is
intentional, like when a learner acquires knowledge in the classroom or when one observes a demonstration
activity. Intentional learning occurs when activities are purposefully arranged for the students to participate and
experience. On the other hand, learning sometimes is unintentional like when a touches a lighted candle and feel
it is hot. All individuals are engaged in learning every waking moment, however learning occurs more when the
various stimuli are properly arranged for purposes of learning.
Broadly speaking, there are two principal types of learning theories to explain how individuals learn according
to educational psychologist. These are Behavioral learning theories emphasize observable such as new skills,
knowledge, or attitudes which can be demonstrated. These forms of behavior are observable and measurable.
According to this group of theories, if the individual has changed behavior, he has learned.
Among the early behavioral learning theories were those of Ivan Pavlov’s Classical Conditioning Theory, Edward
Thorndike’ B.F Skinner’s Operant Conditioning. The outgrowth of the behavioral learning theory is Albert
Bandura’s modeling or observational learning. These and many more were discussed lengthily in your previous
courses.
On the other hand, cognitive learning theories are concerned with human learning in which unobservable
mental processes are used to learn and remember new information or acquired skills. Related to these theories
is the concept of meaningful learning through cognitive models. Jerome Bruner (1966), David Ausubel (1968)
and Robert Gagne (1970) describe three models of teaching which are anchored on the cognitive learning
theory.
Discovery learning of Jerome Bruner states that the individual learns from his own discovery of the
environment. Learners are inherently curious, thus they can self-motivated until they find answers to the
problems. Learners, when actively involved in their own learning, will continuously construct their own
knowledge. Each individual is capable of learning how to learn. Bruner’s idea gave rise to the emerging theory of
constructivism and self-learning. Learning is flexible, exploratory and independent.
Reception learning of David Ausubel poses a contrast to the discovery learning of Bruner. To Ausubel, though
learners are inherently curious, they may not able to know what is Important or relevant and they external
motivation in order to learn. However, both also emphasize that prior learning is important in order to learn new
things and because knowledge continuously changes once it is in the learner’s mind.

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MODULE TECHNOLOGY
Events of learning of Robert Gagne proposed that an act of learning involves a series of eight internal events:
1. Motivational phase - The learner must be motivated to learn by expectation that learning will be rewarded.
2. Apprehending phase – The learner attends or pays attention if learning has to take place.
3. Acquisition phase – While the learner is paying attention, the stage is set the information presented. Learner
transforms information into meaningful form. The mental images formed associates the new information with old
information. This is where advance organizers are useful.
4. Retention phase – The newly acquired information must be transferred from short-term to long-term memory.
This may take place by means of practice, elaboration or rehearsal.
5. Recall phase – Recall previous learned information. To learn to gain access to that which has been learned is
a critical phase in learning.
6. Generalization phase – Transfer of information to new situations allows application of the learned information
in the context in which it was learned.
7. Feedback phase – Students must receive feedback on their performance. This will serve as reinforce for
successful performance.
Some general statements which describe learning based on the n theories of learning may include the
following.
 Learning does not take place in an empty vessel. Each learner is assumed to have prior learning and maybe
able to connect these to present learning.
 Learning is a social process where interactions with other learners and the teacher are needed.
 Learning is a result of individual experiences and self-activity.
 Learning is both observable and measurable.
 Learning takes place when all the senses are utilized.
 Learning will be enhance when the learner is stimulated, directed, guided and feedback is immediately given.
 Each learner has his/her own learning styles.
Teaching and Learning Go Together
How does teaching and learning connect to each other? One process cannot succeed without the success or
support of the others. A teacher cannot claim she/he has taught if the learners have not learned substantially.
The teaching styles of the teachers should jibe with the learners’ learning styles.
Unless the two are fit, teachers and learners will be existing in two different worlds.
Teaching as a process cannot be taken independently in its entirety. With so many ingredients needed, the
most important is still the learner. The learner being in the center of the teaching, will influence to a great extent
teaching. It is therefore important that the knowledge of the learner and his learning styles be considered. With
the advancement of information about the uniqueness of each learner, the multiple intelligences theory and many
more, teaching has to consider more factors in order to be effective.
On the other hand, the concepts of learning have become so vast that the simple stimulus-response theory
alone cannot explain it. Thus as learners become complex individuals capable of learning on their own, the
repertoire of teaching should also increase. The different teaching styles with the support of simple to
sophisticated teaching materials are now necessary to effect good learning.
In many cases, it has been observed that teaching is the cause and learning is the effect. Learning outcomes
can indicate teaching performance. The quality of teaching is related to the quality of learning. If the students fail
to learn, the greater factor is the failure in teaching. We always attribute the kind of learning to the kind of
teaching. It has now become a fallacy that some learners are non-teachable. If our theories of learning and

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MODULE TECHNOLOGY
development are strong, then all individuals are teachable, therefore they are capable of learning. The question
now is raised. How can you teacher, make someone, the learner, learn something?
As the direct relationships of teaching and learning become clear, success of both brings out something like,
“learning in teaching and teaching for learning.” This means that while the teacher, teaches, he learn, they are
also teaching themselves how to learn.
Some Ways of Doing Teaching and Learning
Since both teaching and learning are interrelated processes and are important components in the curriculum,
let us review some ways of doing these. This section will simply give some examples because the details of the
methods of teaching and learning are included in another course.
The different methods of teaching can be clustered according to the number of students being taught.
Teaching methods or strategies can be clustered according to the number of students in a class Large group is
composed of thirty or more students, small group of two to thirty members or individualized teaching. For large
group teaching, methods like lecture, expository, panel discussion, seminar, forum, demonstration or a
combination of lecture demonstration are appropriate. On the other hand, for a small group, teaching methods
like role playing, buzz session, workshop, process approach, discovery learning, cooperative learning in various
forms, laboratory methods are few of the examples. For individualized teaching, modular instruction, e-teaching,
programmed instructions are some of the examples.
Another grouping of teaching methods will be traditional time tested methods which include among others the
following: inductive method, deductive method, type study method, project method, laboratory method, question
and answer method or Socratic method, and lecture method. Those that belong to the other group are t5he
improved teaching practices which include among others integrative technique, discovery approach, process
approach, conceptual approach, mastery learning, programmed instruction, e-learning, simulation, case-based
teaching, conceptual teaching, cooperative learning and many more.
If there are various ways of teaching, there must be various ways of learning, too. Since the arrays of teaching
should fit the ways of learning or learning styles, let us look into ways of how human beings learn. Each of the
different ways is based on learning theories. Here are some ways of learning:
Ways of Learning
1. Learning by trial and error. This type of is related to the stimulus-response theory of leaning. Reaction, action
and reaction where the beginning reaction is due to stimulus. When the result is correct or satisfying then the
response will be re repeated. Learning will take place in both instance. This type of learning is oftentimes risky
and time consuming because the next step will only follow depending on the result. Making several errors would
be very expensive in time, effort and money. However, trial and error is the easiest way of doing things without
necessarily anticipating a definite objective.
2. Learning by conditioning. The classical conditioning theory of Pavlov serves as the basis of this learning.
Training is the simple term to describe learning here, thus even animals can be trained to do something but such
action does not refer to learning. Aside from Pavlov’s classical conditioning, Skinner’s operant conditioning plays
a great role in this kind of learning. Learning here is a product of what the individual does which will result to
either pleasant or unpleasant behavior. Drill and practice are some learning activities based on conditioning.
3. Learning by insight. From a simple trial and error learning by conditioning, educational psychologists believe
that human beings learn also by insights. In this type of learning a higher level of intelligence is being utilized.
Insight is looking into oneself with deeper thinking. A sudden flash of idea or solution to a problem sometimes

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called “aha” learning is an example of insightful learning. Learning by insight requires higher thinking skills of the
learner. Through insights the learner will also be capable of deep reflection.
4. Learning by observation and imitation through modeling. This process of learning assumes that one learns
from someone. It is through observation and imitation from a model that a person will be able to do a similar
thing. Anchored on the social learning of Albert Bandura, learning by observation and imitation requires a model,
hence it is referred to as “no-trial” learning. This process of learning involves four phases: attention phase where
the learner observes a model; retention phase, where the learner copies, practice or rehearse what has been
observed; reproduction phase, where the learner matches their behavior to the model and motivational phase
where learners will imitate the behavior for getting a chance to be reinforced by becoming like the one from
whom the behavior was copied.
Teaching and Learning in the Curriculum
One of the crucial issues raised today in education is not what the student should learn how to learn. The
deluges of information in our midst and the different ways of retrieving them have become a challenge to both
teaching and learning. The curriculum seems to be overloaded: too many subjects to cover, too many topics to
teach. Sometimes the curriculum is fragmented or is simply boxed. Unfortunately, the learners’ life is not
compartmentalized. Subject matter overlaps and integrates naturally and holistically. How then should teaching
approach this challenge? How should students learn? How can a curriculum be designed to enhance the process
of teaching? What kind of learning will be achieved from such kind of teaching?
Teaching and learning give life and meaning to the curriculum. Each complements and supplements each
other. The value placed in teaching will reap the same value in learning, thus a good curriculum can be judged by
the kind of teaching and the quality of learning derived from it.

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Self-Evaluation:
1. Based on the lesson, give at least five words to describe teaching and also five words to describe learning.
Teaching Learning
_____________________ ______________________
_____________________ ______________________
_____________________ ______________________
_____________________ ______________________
_____________________ ______________________
2.Why are teaching and learning important elements in the curriculum?
_________________________________________________________________________________________
___________________________________________________
Review of Concepts:
 Teaching- is an organization of meaningful learning.
- process of imparting knowledge and skills required to master a subject matter
 Learning - a change in an individual’s behavior caused by experiences or self-activity.
Learning occurs more when the various stimuli are properly arranged
for purposes of learning
 Events of learning of Robert Gagne
1. Motivational phase
2. Apprehending phase
3. Acquisition phase
4. Retention phase
5. Recall phase
6. Generalization phase
7. Feedback phase
 Ways of Learning
1.Learning by trial and error.
2.Learning by conditioning.
3.Learning by insight
4.Learning by observation and imitation through modeling.

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POST-TEST:
You have been going to school for several years now. You were taught be several teachers while you were in the
elementary, high school and college.
1. Can you recall what you have learned from what they taught? List them in your notebook.
2. Are there other things you learned which were not taught by your teachers? Make another list for these?
3. Have your teachers in elementary, high school or college taught you on how to learn on your own? Explain
your answers.
4. When you become a teacher, would it be good if you teach your students to learn how to learn? Defend your
answer.
Title: 2.0 Crafting the Curriculum

Topic: 2.1 Curriculum Design Models
2.2 Dimensions and Principles of Curriculum Design
2.3 Approaches to Curriculum Design
Time Frame: 3 hours
Introduction: This module provides a background on curriculum designs, the dimensions and some principles that
go with each and some curricular approaches.
 Identify some familiar curriculum designs and approaches to the designs;
 analyze the approaches in the light of how these are applied in the school setting;
Pre –Test:
Discuss briefly : ( Criteria for rating: Content – 7, Organization of idea- 3 )
What kind of curriculum design influences mostly the K to 12 Curriculum? Why?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
___________________________________________________________________________________
Lesson 1 – Curriculum Design Models
Generally speaking, a curriculum can be organized either horizontally or vertically. Horizontal organization
means, that the direction of the curriculum elements is sideways. For example, the subject social studies move
horizontally along history, geography, civics and culture. Taking contents in mathematics and relating these to
science is also an example of horizontal curriculum design. On the other hand, using a vertical arrangement or
sequence of curricular elements follow a vertical design. For example in social studies content, putting the
“family” ahead of the topic “community” is vertical articulation or in science the bigger topic on “living things”
comes ahead of topics on “plants” and “animals”.
Curriculum design may also follow the following structures.
1.Subject-centered design model – This model focuses on the content of the curriculum. The subject centered
design corresponds mostly to the textbook, written for the specific subject. Henry Morrison and William Harris are
the few curricularists who were firm believers of this design. In this instance, schools divide the school hours to

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different subjects such as reading, grammar, literature, mathematics, science, history and geography. In the
Philippines, our curricula in any level are also divided in different subjects or courses. Most of the schools using
this kind of structure aim for excellence in the subject matter content. Examples of subject-centered curriculum
are included below.
a. Subject design – What subjects are you teaching? What subjects are you taking? These are two sample
questions to which the teacher and the learner can easily give an answer. It is so because they are familiar with
the subject design curriculum.
Subject design curriculum is the oldest and so far the most familiar design for teachers, parents and other
laymen. According to the advocates, subject design has an advantage because it is easy to deliver.
Complementary books are written and support instructional materials are commercially available. Teachers are
familiar with the format, because they were also educated using the design. In the Philippine education system,
the number of subjects in the elementary education is fewer than in the secondary level. In college, the number
of subjects also differs according to the degree programs being pursued.
However, the drawback of this design is that sometimes, learning is so compartmentalized. It stresses so
much the content that it forgets about students’ natural tendencies, interests and experiences. The tendency of
the teacher is to pour in so much content to the learner so that the students become simply the empty vessel that
receives the information or content.
b. Discipline design – This curriculum model is related to the subject design. However, while subject
design centers only on the cluster of content, discipline design focuses on academic disciplines. Discipline refers
to the specific knowledge learned through a method which the scholars use to study a specific content of their
fields. Students in history should learn the subject matter like historians, students in biology should learn how
biologists learn, and so with students in mathematics should learn how mathematician learn. In the same
manner, teachers should teach how the scholars in the discipline will convey the particular knowledge.
The discipline design model of curriculum is often used in college, but not in the elementary or secondary
levels. So from the subject-centered curriculum moves higher to a discipline when the students are more mature
and are already moving towards their career path or disciplines as science, mathematics, psychology,
humanities, history and others. Discipline becomes the degree program.
c. Correlation design – This comes from a core, correlated curriculum design that links separate subject
designs in order to reduce fragmentation. Subjects are related to one another but each subject maintains its
identity. For example, English literature and social studies correlate well in the elementary level. In the two
subjects, while history is being studied, different literary pieces during the historical period are being studied. The
same is true when science becomes the core, mathematics is related to it, as they are taken in chemistry,
physics and biology. Another example is literature as the core and art, music, history, geography will be related
to it. To use correlated design, teachers should come together and plan their lessons cooperatively.
d. Broad field design/interdisciplinary – Broad field or interdisciplinary design is a variation of the subject-
centered design. The design was made to prevent the compartmentalization of subjects and integrate the
contents that are related to each other. Thus subjects such as geography, economics, political science,
anthropology, sociology and history are fused into one subject called social studies. Language arts will include
grammar, literature, linguistics, spelling, and composition. Sometimes called holistic curriculum, broad field
design draws around themes and integration.
2. Learner-Centered Design – Among the progressive educational psychologist, the learner is the center of the
educative process. This emphasis is very strong in the elementary level, however more concern has been placed
on the secondary and even the tertiary levels. Although in high school, the subject or content has become the
focus and in the college level, the discipline is the center, both levels still recognize importance of the leaner in
the curriculum.

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Here are some examples of the learner-centered designs.

a. Child-centered design – this design is often attributed to the influence of John Dewey, Rousseau,
Pestalozzi and Froebel. The curriculum design is anchored on the needs and interest of the child. The learner is
not considered as a passive individual but as one who engages with his/her environment. One learns by doing
learners actively create, construct meanings and understanding as viewed by the constructivists. In the child-
centered design, learners interact with the teachers and the environment, thus there is a collaborative effort on
both sides to plan lessons, select content and do activities together. Learning is a product of the child’s
interaction with the environment.
b. Experience-centered design – this design is similar to the child-centered design. Although, the child
remains to be the focus, experience-centered design believes that the interest and needs of learners cannot be
pre-planned. Instead, experiences of the learners become the starting point of the curriculum, thus the school
environment is left open and free. Learners are made to choose from various activities that the teacher provides.
The learners are empowered to shape their own learning from the different opportunities given by the teacher. In
a school where experience-centered curriculum is provided, different learning centers are found, time is flexible
and children are free to make options. Activities revolved around different emphasis such as touching, feeling,
constructing, relating and others. The emergence of multiple intelligence theory blends well with experience-
centered design curriculum.
c. Humanistic design – the key lead personalities in this curriculum design were Abraham Maslow and Carl
Rogers. Marlow’s theory of self-actualization explains that a person who achieves this level is accepting of self,
others and nature; is simple, spontaneous and natural; is open to different experiences; possesses empathy and
sympathy towards the less fortunate, among many others. The person can achieve this state of self-actualization
later in life but has to start the process while still in school. Carl Rogers, on the other hand, believe that a person
can enhance self-directed learning by improving self- understanding and basic attitudes to guide behavior.
In a humanistic curriculum design, the development of self is the ultimate objectives of learning. It stresses the
whole person and the integration of thinking, feeling and doing. It considers the cognitive, affective and
psychomotor domains to be interconnected and must be addressed in the curriculum. it stresses the
development of positive self-concept and interpersonal skills.
3. Problem-Centered Design – Generally, problem-centered design draws on social problem, needs, interest and
abilities of the learners. Various problems are given emphases. There are those that center on life situations,
contemporary life problems, areas of living and many others. In this curriculum, content cuts across subject
boundaries and must be bases on the needs, concerns and abilities of the students. Two examples are given for
the problem- centered design curriculum.
a. Life-situation Design – what makes the design unique is that the contents are organized in ways that
allow students to clearly view problem areas clearly. It uses the past and the present experiences of learners as
a means to analyze the basic areas of living. As a starting point, the pressing immediate problems of the society
and the students’ existing concerns are utilized. Based on Herbert Spencer’s curriculum writing, his emphases
were activities that sustain life, enhance life, aid in rearing children, maintain the individual’s social and political
relations and enhance leisure, tasks and feelings. The connection of subject matter to real situations increases
the relevance of the curriculum.
b. Core design – Another example of problem-centered design is core design. It centers on general
education and the problems are based on common human activities. The central focus of the core design
includes common needs, problems, and concerns of the learners. Popularized by Faunce and Bossing in 1959,
they presented ways on how to proceed following a core design of a curriculum as follows:
1. The problem is selected by either the teacher or students.
2. A group consensus is made to identify the important problems and interest of the class.

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MODULE TECHNOLOGY
3. Problems are selected on the basis of developed criteria for selection.

4. The problem is clearly stated and defined.
5. Areas of study are decided, including dividing the class by individual or group interests.
6. Needed information is listed and discussed.
7. Resources for obtaining information are listed and discussed.
8. Information is obtained and organized.
9. Information is analyzed and interpreted.
10. Tentative conclusions are stated and tested.
11. A report is presented to the class on an individual or group basis.
12. Conclusions are evaluated.
13. New avenues of exploration toward further problem solving are examined.
These are some examples of curriculum designs. There are many more which are emerging and those that
have evolved in the past. The example given may be limited, however for our purposes, they can very well
represent curriculum designs.
Self-Evaluation: Identification. Who is this person?

1. With William Harris, he is a firm believer of the subject centered curriculum design.
2.He proposed the theory of self-actualization which influenced the humanistic curriculum design.
3.“Ones learns by doing.” This is his popular belief.
4.His writings became the basis of life situation design, where learning activities include those which sustain and
enhance life, and maintain social and political relations.
5.He believed that a person can enhance self-directed learning or learning how to learn by improving self-
understanding.
Review of Concepts:
 Curriculum design may also follow the following structures.
1. Subject-centered design model – This model focuses on the content of the curriculum
a. Subject Design
b. Discipline design
c. Correlation design
d. Broad field design/interdisciplinary
2. Learner-Centered Design – Among the progressive educational psychologist, the learner is the center of the
educative process.
a. Child-centered design
b. Experience-centered design
c. Humanistic design
3. Problem-Centered Design – Generally, problem-centered design draws on social problem, needs, interest and
abilities of the learners.
a. Life-situation Design
b. Core Design
POST-TEST:
A. Discuss briefly: ( Criteria for rating: Content – 7, Organization of idea- 3 )
1. Which of the curriculum design do you prefer? Why?
2. If there is a need to modify something in your college curriculum, in what aspects
are these how?

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B. Quick Match. To quickly check on what you have learned, match Column A with Column B. On Column A you
will find descriptions of Curriculum Designs. Match these with appropriate names or Curriculum Designs.
Column A (Descriptions) Column B (Curriculum Designs)
1. The development of the self is the A. Subject-centered
ultimate objective of learning.
2. Draws around themes and is B. Humanistic design
Interdisciplinary. It reduces compartmentalization
of separate subjects.
3. Content-centered, mostly patterned textbooks. C. Broad fields
School hours are allotted into different separate subject areas.
4. Usually learning centers are provided in the D. Problem centered
classrooms. Learners are made to choose from various
activities that the teacher provides.
5. Contents cut across subject boundaries E. Experience centered
thus problems are not subject specific.
They center on the life situations.
Topic: 2.1 Dimensions and Principles of Curriculum Design
Time Frame: 3 hours
Introduction: This lesson will expose the students the four elements of a curriculum as bases in identifying what
to be considered in designing a curriculum. Many curricularists suggest to view a design from the following
dimensions: scope, sequence, continuity, integration, articulation and balance
 enumerate and discuss the different dimensions of curriculum design;
 explain the different principles of curriculum design;
Pre-Test: Discuss briefly: ( Criteria for rating: Content – 7, Organization of idea-3 )
Why it is important to follow the different principles in crafting the curriculum?
__________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
____________________________________________________________________________________
Dimensions of Curriculum Design
● Scope – Tyler in Ornstein (2004) defines scope as all the content, topics,
learning experiences and organizing threads comprising the educational plan.
Scope does not only refer to the cognitive content, but also to the affective and
psychomotor content. It is the depth, as well as, the breadth of these contents.
The terms broad, limited, simple, general are few of the words that can describe
the scope. With the limitless knowledge that abounds, scope provides
boundaries in curriculum as it applies to the different educational levels. It is here
where the decision making skill of the teacher is needed. Curriculum is time-
bound, hence the appropriate scope should be provided such that the curricular coverage should not be too
much nor too minimal. Other considerations in the determination of the scope should include time, diversity and
maturity of the learners, complexity of content, and level of education. Simply said, scope refers to the coverage
of the curriculum.

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The scope of the curriculum can be divided into chunks called units, sub-units, chapters or sub-chapters as
the case may be. Each chunk is guided by the general curriculum objectives or goals. The division of the content
may use the deductive principle from the whole to parts which will have a cascading arrangement or the inductive
principle from the examples to the generalization. Inductive arrangement of a scope begins with simple concepts
to general content. Topical arrangement or content outline of the curriculum may follow some design as thematic,
linear or logical.
● Sequence – To provide continuous and cumulative learning, a vertical relationship among the elements of the
curriculum provides the sequence. Contents and experiences are arranged in hierarchical manner, where the
basis can either be logic of the subject matter or on the developmental patterns of growth of the cognitive,
affective and psychomotor domains. Some schools formulate their curricular objectives, content, and
experiences by grade levels and consider the stages of thinking.
Smith, Stanley and Shore (1957) introduced four principles for sequence. These are the following:
6. Simple to complex learning – Content and experiences are organized from simple to complex, from concrete
to abstract, from easy to difficult. This principle is in consonance with developmental theories of learning and
cognition.
7. Prerequisite learning – It means that there are fundamental things to be learned ahead. Like addition before
multiplication in mathematics or letters before words, words before phrases and phrases before sentences.
8. Whole to part learning – This principle has a relations to gestalt. The forest before the trees. The overview
before the specific content or topic. The meaning can very well be understood if everything will be taken as a
whole.
9. Chronological learning – The order of events is made as a basis of sequencing the content and the
experiences. This principle is closely allied to history, political science or world events. Time is the factor to be
considered. The sequence can be arranged from the most recent to the distant past or vice versa.
On the other hand, Posner and Rudnitsky (1994) presented five major principles for organizing content in
units, which can also be applied to a curriculum. In each major type are subtypes which explain in detail the
principles. These major principles are:
1. World-related sequence – What relationship exists among people, objects or events of the world? How can
contents and experiences be arranged so that they will be consistent with the world?
a. Space – Spatial relations will be the basis for the sequence. Closest to farthest, bottom to top or east to west.
Teach the parts of the plants from the roots to the stem to the leaves, flowers and fruits. Teach about the places
from the equator to the poles or from the plains to the mountains.
b. Time – This is similar to the chronological principle of Smith, et al. The content is based from the earliest to the
more recent. Teach the Philippine Presidents from the first to the current. Teach discoveries from the earliest to
the most recent.
c. Physical attributes – This principle refers to the physical characteristics of the phenomena such as age, shape,
size, brightness, and others. For example, topics for the three regions, Luzon, Visayas and Mindanao should be
ahead of the Panay, Negros, Cebu, Bohol for the Visayas. Likewise, topics when dealing with the planets,
Mercury, Venus, Earth, Mars before Jupiter, Saturn, Uranus and Pluto should be taken up. This sequence
considers the attribute distance from the sun.
2. Concept-related sequence – This arrangement reflects the organization of the conceptual world, how ideas
are related together in a logical manner.
a. Class relations – class concept refers to the group or set of things that share common practices. Teaching the
characteristics of the class ahead of the characteristic of the member of the class. For example, teach mammals
before teaching specific animals or compare sound and light before discussing about wave motion.

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b. Propositional relations – A propositional is a statement that asserts something. Sequence is arranged so that
evidence is presented ahead before proposition. Example will be to teach the topics on the principle of equal
protection under the law before studying Supreme Court decisions.
3. Inquiry-related sequence – This is based on the scientific method of inquiry. Based on the process of
generating, discovering and verifying knowledge, content and experiences are sequenced logically and
methodically.
4. Learning-related sequence – This is based on the psychology of learning and how people learn.
a. Empirical prerequisites – Sequence is primarily based on empirical studies where the prerequisite is required
before learning the next level. An example is teach skill in discriminating initial consonants, before teaching word
attack or in softball, teach catching and throwing the ball before batting.
b. Familiarity – Prior learning is important in sequence. What is familiar should be taken up first before the
unfamiliar. In teaching currencies, teach the peso before the dollar. Another example is identifying the animals in
the community then those in manila zoo.
c. Difficulty – Easy content is taken ahead than the difficult one. Or teach rhymes before blank words.
d. Interest – Contents and experiences that stimulate interest are those that are novel. These can arouse
curiosity and interest of learners. Use these contents and experiences to whet their appetite for learning. An
example is identify the different volcanoes in the Philippines before teaching about volcanism.
 Continuity – vertical repetition and recurring appearances of the content provide continuity in the curriculum.
This process enables the learner to strengthen the permanency of learning and development of skills. Gerome
Bruner calls this “spiral curriculum” where the content is organized according to the interrelationship between the
structures of the basic ideas of major discipline. For learners to develop the ideas, these have to be developed
and redeveloped in a spiral fashioning increasing depth and breadth as the learners advance. Example is the
concept of living things in science which continuously recurs in the elementary curriculum but with different
complexity from level to level.
 Integration – “Everything is integrated and interconnected. Life is a series of emerging themes.” This is the
essence of integration in the curriculum design. Organization is drawn from the world themes from real life
concerns. Subject matter content or disciplined content lines are erased and isolation is eliminated.
 Articulation – this can be done either vertically or horizontally. In vertical articulation, contents are arranged
from level is connected to the next level. Horizontal articulation happens when the association is among or
between elements that happen at the same time like social studies in grade sis related to science in grade sis.
 Balance – equitable assignment of content, time, experiences and other elements to establish balance is
needed in curriculum design. Too much too little of these elements maybe disastrous to the curriculum. Keeping
the curriculum “in balance” requires continuous fine tuning and review for its effectiveness and relevance.
5. Utilization-related Sequence-based on the occurrence of usage of items. “Frame factors”,
including availability of materials and facilities, time schedules, weather and climate, and teacher interests or
competencies.
Guidelines in Curriculum Design
After looking into various designs in curriculum, perhaps it would help future curriculum makers like you to
take into consideration some pointers. Here are some pointers:
● Curriculum design committee should involve teachers, parents, administrators and even students.
● School’s vision, mission, goals and objectives should be reviewed and used as bases for curriculum design.
● The needs and the interests of the learners, in particular, and the society, in general, should be considered.

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 Alternative curriculum design should consider advantages and disadvantages in terms of costs, scheduling,
class size, facilities and personnel required.
 The curriculum design should take into account cognitive, affective, psychomotor skills, concepts and
outcomes.
Self-Evaluation:
Identify what curriculum design dimension is illustrated in the following situations. Choose from among
SCOPE, SEQUENCE, INTEGRATION, ARTICULATION, CONTINUITY and BALANCE.
_____________ ____1. In the Basic Education Curriculum (BEC) a cluster of subjects is assigned under
MAKABAYAN. These include among others, Social Studies, Physical Education, Health and HELE. In its
implementation, MAKABAYAN subjects may choose to have a common theme.
__________________2. The three subjects which are given emphases in basic education are Science,
Math and English. It is so because of empirical evidence and actual observations that students perform
low in these areas. Considering pupils’ poor performance in these areas, more time has been allocated in
the class schedules for these.
__________________3. In college, there are courses that have to be taken ahead of others. For example,
Human Growth and Development is taken ahead of facilitating learning or Principles of Teaching is offered
earlier than assessment.
__________________4. When a grade 1 lesson in Living Things is repeated in the next grade level with higher
complexity, a connection should be made. In high school, the same content heading as Living Things is included
but is linked to the content taken in the elementary level.
___5.Content in the curriculum has no boundary, but time to take this up in school is limited.
Curriculum makers and implementers must consider activities and contents which can be covered within a
certain period of time. The choice should also take into consideration needs, interest, importance, and relevance
among others.
Review of Concepts:
 Dimensions of Curriculum Design
1. Scope- all the content, topics , or learning experiences comprising the educational plan
2. Sequence - contents are arranged in hierarchical manner

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3. Continuity – content is organized in interrelationship between the structure of basic ideas of major discipline
4. Integration- interconnectedness of the different subject areas
5. Articulation- contents are arranged from levels
6. Balance – equal distribution of the content, time, experiences and other elements
Post-Test:
Discuss the following: ( Criteria for rating: Content – 7, Organization of idea- 3 )
1. What is the impact of curriculum design in teaching and learning?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
___________________________________________________________________________________
2.Will the varied design make a difference in the way you teach or the way you learn? How?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
________________________________________________________________
Topic: 2.3 Approaches to Curriculum Design

Time Frame: 4 hours
Introduction:
In the previous topics, the three designs were discussed. These are learner-centered, subject-centered
and problem centered design. These different designs are implemented through the different approaches that are
accepted by teachers and curriculum practitioners. How the design is utilized becomes the approach to
curriculum.
 discuss the different features of a curriculum design;
 identify the different kinds of approaches given different situation in a classroom
Pre-Test: Discuss : ( Criteria for rating: Content – 7, Organization of idea- 3 )
What are the different features of a curriculum design? Describe each.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
___________________________________________________________________________________
Approaches to Curriculum Design
Before we discuss the different approaches to curriculum design, let us examine first the
features of the curriculum.
Let us describe the (6) features of the curriculum.
The Six (6) Features of a Curriculum
1. Who teaches? – The Teachers

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Quality Education requires quality teachers. Good teachers bring a shining light into learning environment.
They are ideal companions of the learners. With the advances in communication technology, good teachers are
needed to sort out the information from the data that surround the learners. Good teachers are needed to sort
out the knowledge from the information but even more important excellent teachers are needed to sort the
wisdom from the knowledge. Institutions are as good as its teachers. Hence, the right individuals who are
expected to be recruited- are those with excellent and relevant preparation. These teachers should be given
support with their continuing development in order to keep abreast with the changing demands of a learning
society.
2. Who do the teachers teach? – The learners
The learners are at the center stage in the educative process. They are the most important factors in the
learning environment. There is no teaching without them. Hence, teachers should understand and accept the
learner’s diverse background. Each one of them is a unique individual. They come from different sectors of
society of different cultural background, socio economic profile, orientation and varied experiences. Considering
the domain of diversity of learners will allow the individual learner to develop his multiple intelligences at his own
pace. Hence, their needs should be addressed and be met that’s why teachers are to provide learning
opportunities and varied experiences.
3. What do the teachers teach? – Knowledge, Skill, Values
“To help the learners cope with rapid changes to understand and to succeed in the new work in the
workplace, we must design a curriculum oriented to tomorrow.” It should be remembered that what students
learn will be obsolete in ten years, and half of what they need to know to succeed in work and in life has not yet
been fully developed and will have to be learned as they go along in the future. Calculators and typewriters are
made obsolete by computers and the next generation will see these being replaced. And so, the value of
educational process lies not just in what they learn, but how they learn, and how good they will be in continuing
to learn after they leave school.
The learning episode influences the teaching-learning process. The teacher is expected to prepare his
syllabus or a course of study as his vehicle for instruction. The learning goals, instructional procedures and
content must be clearly explained to students. There must be a balance of theory and practice. Learners’
sustained interest in the subject should be made meaningful and relevant.
4. How do teachers teach? – Strategies and Methods
Researchers show that there is no best strategy that could work in a million of different student background
and characteristics. However, for teachers to teach effectively, they must use appropriate methodologies,
approaches and strategies “capped with compassionate and winsome nature”. Teachers should select teaching
methods, learning activities and instructional materials or resources appropriate to learners and aligned to
objectives of the lesson. Situations should be created to encourage learners to use higher order thinking skills.
Good teachers utilize information derived from assessment to improve teaching and learning and adopt
a culture of excellence.
5. How much of the teaching was learned? – Performance
When teachers teach, they formulate objectives to be accomplished by the learners. A curriculum should be
clear at the beginning with what knowledge, skills and values should be developed by the learners. These are the
guiding posts of the teachers. These are stated in behavioral terms which will guide the actions of the one who
teach. At the end of the teaching act, it is necessary to find out if the objectives set were accomplished. In
curriculum, we call this the learning outcomes. These learning outcomes indicate the performance of both the
teachers and the learners. Learning outcomes are the product performance of the learners as a result of
teaching. Performance is a feature of a curriculum that should be given emphasis. The curriculum is deemed to
be successful if the performance of the learners is higher than the targets set. However, if the performance of the
learners is low then it follows that the curriculum has failed. A good curriculum is one that results in high or
excellent performance.
6. With whom do we teach? – Community Partners

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Teaching is a collaborative undertaking. While teachers are the focal point in the learning process, they must
draw upon the resources of their environment and of their partners to be effective. Teachers must establish
relationship with parents, NGO’s and their stakeholders. Partnership is a means and not an end to be pursued in
itself. An absence of partnership often means a poor definition of education ends. However, as society changes,
teachers will have a new beginning, an opportunity to recast their role in their communities, to change their
attitude to their communities, to change the attitude of their communities and societies about them.
Approaches to Curriculum Design
In the previous lesson, three major curriculum designs were discussed. These are the learner-centered
curriculum design model, the subject centered curriculum design model and the problem-centered curriculum
design model. Each of these models has several specific examples. You may go back to module 2, Lesson 1 to
review these concepts. These designs are implemented through the different approaches that are accepted by
the teachers and curriculum practitioners. How the design is utilized becomes the approach to the curriculum.
The curricular approaches that follow are examples based on the curriculum design previously mentioned.
The common approaches to curriculum design include child or learner-centered, subject-centered,
problem-centered and human relation-centered approaches.
Child or Learner-Centered Approach- This approach to curriculum design is based on the underlying philosophy
that the child is the center of the educational process. It means that the curriculum is constructed based on the
needs, interest, purposes and abilities of the learners. The curriculum is also built upon the learners’ knowledge,
skills, learning’s and potentials.
From its design how should a child-centered or learner-centered curriculum is approached? Let us consider
these:
1. A new respect for the child is fundamental.
2. A new freedom of action is provided.
3. The whole activity is divided into units of work.
4. The recognition of the need for using and exploring many media for self-discovery and self-direction is
embraced.
An example of Child-Centered Approach
School X is anchored on the theory of multiple intelligences in all its curricular and co-curricular
activities. Every classroom is made up of activity centers where the children are given time and opportunity to
hone their skills and capacities. The activities for every learners are differentiated according to students’ abilities,
interests and needs. Each child is considered important and each capacity is respected. Learners are not
compared with one another. Learners’ own performance are compared against targets which they themselves
set. The school does not believe in failure, but in success. The teacher’s role is only to guide the learner the
learner to what he or she would like to accomplish. The learner sets the goal that can be done within the
framework of time although the minimum requirements of the Department of Education is still honored. At the
end of the year each child’s performance is compared to his own set of goals. All throughout the year, the learner
is the center of education.
Subject-centered approach- Anchored on the curriculum design which prescribes different and separate
subjects into one broad field, this approach considers the following:
1. The primary focus is the subject matter.
2. The emphasis is on bits and pieces of information which are detached from life.
3. The continuing pursuit of learning outside the school is not emphasized. Learning should only take place
inside the classroom.
4. The subject matter as a means of identifying problems in living.
An example of the Subject-Centered Approach
In another setting, School Y aims to produce the best graduates in town. Each learner must excel in all
academic fields in order to be on the top of the rank in every competition. Everyone must master the subject

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matter content. The higher the level of cognitive intelligence, the better for the learners. Each child must be
excellent in all fields of discipline. This is the school that develops more the attitude of competition among
themselves. Each student must not be second to anyone. When preparing for a test, this school conducts cram
reviews and practice a lot. The school gives emphasis to intellectual development and sets aside emotional and
psychomotor development. Success means mastery of the subject matter.
Problem-centered approach- This approach is based on a curriculum design which assumes that in the
process of living, children experience problems. Thus, problem solving enables the learners to become
increasingly able to achieve complete or total development as individuals.
This approach is characterized by the following views and beliefs:
1. The learners are capable of directing and guiding themselves in resolving problems, thus they become
independent learners.
2. The learners are prepared to assume their civic responsibilities through direct participation in different
activities.
3. The curriculum leads the learners in the recognition of concerns and problems and in seeking solutions. The
learners are considered problem solvers.
An Example of the Problem-Centered Approach
School Z believes that a learner should be trained to solve real life problems that come about because
of the needs, interests and abilities of the learners. Problems persistent with life and society that affect daily living
are also considered. Most of the school activities revolve around solutions to problem like poverty, drug
problems, deterioration of positive values, environmental concern and many more. Since the school is using the
problem-centered approach, case study as a method of teaching is popularly utilized. Practical work as a solution
to the problem is also used, thus development of business skills, social skills, construction skills to solve specific
problems are given emphasis. More and more schools or training centers are utilizing the problem-centered
approach.
While the three curricular design approaches are distinct from each other, most practitioners: Teachers,
principals, school managers utilize the three in their design. Each design approach gives the school a special
character; however, most implementers meld the designs in their school. In such a case, it would be difficult to
identify distinctly each one specific desig
Self-Evaluation: Use Extra sheet to write your answer.

Reflect on the common statements listed below. Make your own personal stand on the each.
Statement 1 – Schools that adhere to the subject-centered approach make robots out of the children.
Statement 2 – In schools which embrace the child-centered approach discipline is weak.
Statement 3 – why should lessons revolve around problems? There are too many to be solved.
Review of Concepts:
Approaches in Curriculum Design
 Learner-Centered Approach- curriculum is centered on the needs, interest and abilities of the learner
 Subject-centered Approach – the primary concern is the subject matter
 Problem- Centered Approach – this approach enables the learners to achieve complete development through
problem solving
Post-Test:
Identify what kind of approach is utilized in the following descriptions:

1. Activities are chosen based on the developmental growth of the learners.

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2. The teacher’s focus is that all children gets perfect in the test.
3. Teacher excuses the learner from the test because a typhoon hit their area.
4. The teacher extends class up to 1:00 o’clock in the afternoon because they have not understood the lesson
yet.
5. Children are allowed to activities that they like most during their vacant period.
6. Lesson ends up with concept application to solve a problem.
7. No child is left behind in reading, writing and arithmetic.
8. School means “survival of a fittest.”
9. Learning is measured in terms of learner’s ability to solve dilemma.
10. Only the best can succeed.
Title: 3. 0 IMPLEMENTING THE CURRICULUM

Topic: 3.1 The Roles of Stakeholders in Curriculum Implementation
3.2 The Role of Technology in Delivering the Curriculum
3.3 Pilot Testing, Monitoring and Evaluating the Implementation of the
Curriculum
Time Frame: 3 hours
Introduction:
Who are involved in curriculum and curriculum development? These are the persons who we call the
stakeholders. Stakeholders are individuals or institutions that are interested in the curriculum. They get involved
in different ways. You must be one of them, together with the teachers, school managers, parents and even the
whole community has interest in the curriculum.
 define curriculum implementation;
 analyze what is change process in curriculum implementation;
 explain the different roles of stakeholders in curriculum implementation.
Pre-Test: : Discuss briefly: ( Criteria for rating: Content – 7, Organization of idea- 3 )
Who are the stakeholders in implementing the curriculum? What are their functions?
___________________________________________________________________________
___________________________________________________________________________

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___________________________________________________________________________
___________________________________________________________________________
______________________________________________________
The Roles of Stakeholders in Curriculum Implementation
Stakeholders are individuals or institutions that are interested in the school

curriculum. Their interests vary in degree and complexity. They get involved in many
different ways in the implementation, because the curriculum affects them directly or
indirectly. This lesson identifies the different stakeholders who put into action and give
life to the curriculum. These stakeholders shape the school curriculum
implementation.
1. Learners at the Center of the Curriculum
For a particular curriculum design mentioned earlier, the learner is placed at the
center. The learners are the very reason a curriculum is developed. They are the ones
who directly influenced by it. Learners in all levels make or unmake the curriculum by
their active and direct involvement. How each individual learner contributes to the
realization of a planned curriculum would depend on the interaction and realization of the different learning
experiences provided. After all, in curriculum implementation, the concluding question will always be: Has the
learner learned?
To further explain the important role of learners in the curriculum, sample learners were asked about the role of
students as stakeholders in the curriculum. Here are some of the answers:
● I consider the learner as the center of the educational process. Everything in the curriculum should revolve
around his/her interests, needs, abilities, and capacities. The nature of the learner must be made the science of
learning. The experiences of the learners must be the starting point in accomplishing the goals of education, to
let them grow in knowledge, skills, abilities and attitudes.
Venus gave her own view about the matter:
● “In the selection of the subject matter, the needs of the individual learner should receive proper emphasis. To
do this, the course of study must be organized around the changing nature and development needs within the
cultural context of the learners. Organizing curriculum to meet individual differences is compatible with
democratic principles. Curriculum makers and implementers need to know what differences there are in the
cultural background, mental systems, and approaches to problem solving of the learners. All of these
considerations will enable to achieve the richness of experiences in a particular curriculum.”
Lastly, here is another voice of a student.
● “Learners or student are the very reason why schools exist. It is the schools’ responsibility to further develop
the learners’ knowledge, skills, talents and attitude to face the different situations in life. It is through a responsive
curriculum that these things can be achieved. A curriculum is effective if it enables all learners to relate the
different school experiences to their lives.”-Monique
From the voices of the three students given above, it can be gleaned that the learners are the primary
stakeholders in the curriculum. The universal as well as the individual characteristics of the students should be
considered. Age, gender, physical, mental, emotional development, cultural background, interests, aspirations
and personal goals are some of the factors that should be considered in the implementation of any curriculum.
Very clearly, the students make the curriculum alive. The different activities can only be made meaningful by the
learner themselves, with the guidance of the teacher. The success of the curriculum can only be measured by

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the extent of learning that the learners have achieved. Therefore, a fit between the planned or written curriculum
and the characteristics of the learner will guarantee success in education.
2. Teachers as Curriculum Developers and Implementers
In the teaching and learning process, the other side of the coin is the teacher. Most curricula start to gain life from
the time it is conceived and written. Planning and writing the curriculum are the primary roles of the teacher. A
teacher is a curriculum maker. He/she writes a curriculum daily through a lesson plan, a unit plan or a yearly
plan. The teacher prepares activities for the students to do. The teacher addresses the goals, needs, interests of
the learners by creating experiences from where the students can learn. The teacher designs, enriches, and
modifies the curriculum to suit the learner’s characteristics. As a curriculum developer, teachers are part of
textbooks committees, faculty selection boards, school evaluation committee or textbook writers themselves.
Teachers are empowered to develop their own expertise, the context of the school and the abilities of the
learners. By doing so, teachers become architects of school curriculum.
On the other hand, a developed curriculum remains inactive, if it is not implemented. At this point, teachers’ role
shifts from a developer to an implementer. From a designer or technician to a decision maker. Which of the plans
should be put into action and how should it be done are decisions which the teachers should make. Curriculum
implementation is now giving life to the written material. To do this, there is a need of another actor, the learners.
No curriculum will succeed without the learners. The teachers’ role now shifts from planning to doing. Doing here
implies guiding, facilitating and directing activities which will be done by the students. The choice of the activities,
the methods to be utilized, the materials to be used are some of the considerations that the teachers should have
in curricular implementation. The teachers’ role as an implementer is very crucial. Oftentimes, unsuccessful
implementation of the curriculum becomes the root of educational failure, thus some would say that the root of
the educational problem is the teacher. Although this statement can be argued, it points out to the inability of the
teacher to implement well a curriculum.
Here are some views of the students about the teacher as a curriculum maker and implementer.
● “Teachers are the most crucial persons in the implementation of a curriculum. As an adult in the
teaching-learning process, he/she holds the key in operationalizing what activities have been planned. With the
full support of the principal, supervisor and other school administrators, the teachers who are empowered will be
able to select, organize, carry out and evaluate learning experiences of a curriculum. His/her ability to translate
what has been written to action is the key to effective curriculum implementation.”-Fel
Mariana likewise contributes to the conversation by giving her idea.
● “Teachers shape the school curriculum by sharing the experiences that they have and the resources
they are capable of giving or imparting to the learners. But as the old saying goes,” What can you give if you
have nothing to give? Applies to this demand of teaches in curriculum implementation.”- Marianna
Although educational theorists and practitioners are giving value to the idea of independent learning and learning
how to learn, the role of the teacher in curriculum implementation has never diminished. No technology can ever
replace a teacher, it will only support the multifaceted role of the teacher. Thus, the complexity of teaching
requires tremendous maturity, decision making in the implementation of any curricular plan as in the choice of
materials, methods or strategy of teaching and modes of evaluation.
3. Curriculum Managers and Administrators
In a school organization, there is always a curriculum manger or school administrator. In fact, for school
principals, one of their functions is being a curriculum manager. They supervise curriculum implementation,
select and recruit new teachers, admit students, procure equipment and materials needed for effective learning.
They also plan for the improvement of school facilities and physical plants.
Why are school administrations and curriculum managers important to curriculum implementation?

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“The school administrators play an important role in shaping the school curriculum because they are the people
who are responsible in the formulation of the schools’ vision, philosophy, mission, and objectives. They provide
necessary leadership in evaluating teaching personnel and school program. Keeping records of curriculum and
reporting learning outcomes are also the managers’ responsibilities.-Ceres
Christine has this to say:
The school administrators have the responsibility of running the entire school effectively. They have to oversee
the smooth transition of the child from one grade level to another and they should see to it that the curriculum is
implemented vertically or horizontally with very minimal overlaps. Instead there should be continuity, relevance,
balance, so that overall curriculum will produce a well- rounded person.
Indeed the role of the administrators can never be ignored. The principle of command responsibility and
institutional leadership rests on the shoulders of the school administrators. The final decision making in terms of
the school’s purpose rests on the shoulders of school administrators. In the academic institution, school
administrators have a great stake or concern about what kind of curriculum their schools offer and how these are
implemented.
4. Parents as Supporters to the Curriculum
My child and my money go to this school.” reads a car sticker. What is the implication of this statement
to the school curriculum? It simply means that the parents are the best supporters of the school, especially
because they are the ones paying for their child’s education. Just like any costumer, any parent would like to get
the best of his/her investment in education. Parents would be willing to pay the cost of educating their child for as
long as their children get the best learning or schooling experiences. This has an implication to what kind of
curriculum is being offered in the school.
Parents’ voices are very loud and clear. In our country, it is a general fact that even in college the
parents are responsible for their child’s education. The power of parents to influence curricula to include
instructional materials and school activities are great, such that the success of a curricula would somehow
depend on their support.
How do parents shape the curriculum and why are they considered as stakeholders? Here are some
observations:
1. Effective parental involvement in school affairs may be linked to parent educational programs which is
central to high quality educational experiences of the children. It is a well-known fact that where you find an
involved parent, you find better communication between home and school. In this particular case there will be
fewer disciplinary problems, greater student motivation and more responsibility for learning. All of these will result
to greater academic achievement of pupils whose parents are less involved in the school.
2. The parents’ involvement extends from the confine of the school to the homes. The parents become
part of the environment of learning at home. Parents follow up the lesson of their children especially in basic
education. Parents provide curriculum materials that are not provided in schools. They provide permission for
their children to participate in various activities outside the school campus.
3. In most schools the Parent Association is organized. This organization is provided by law. In most cases
Parent Associations have strengthened the school curriculum by giving support to various activities and assisting
in the accomplishment of the school curriculum. In some cases, the organization includes the teachers, so it is
called Parent Teachers Association (PTA) or the other community members are also included, thus it is called
Parent Teacher Community Association or PTCA.
5. Community Members as Curriculum Resources
The success in the implementation of the curriculum requires resources. However, most often teachers complain
that resources are very scarce. There are no books, materials nor facilities available. These are the usual
complaints of teachers. The community members and materials in the existing local community can very well
substitute for what are needed to implement the curriculum. Respected community members may be included in
school boards as in some schools. Some can become resource speakers. They can be interviewed. In many

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communities there are living masters who can provide local and indigenous knowledge in the school curriculum.
The whole community can serve as a curriculum resource thus, each member has a great stake in the curriculum
implementation.
6. Others Stakeholders in Curriculum Implementation
There are other important stakeholders in curriculum implementation. Professional organizations have
shown great influence in school curriculum. They are being asked by curriculum specialists to contribute in
curriculum review because they have a voice in licensure examinations, curriculum enhancement and many
more. Often, professional organizations have a better view in the industry where the graduates of curriculum go.
Some of these organizations are those of each profession, like teachers’ organization, lawyers’ organizations,
medical doctors’ association, engineers’ organizations and many others.
On the other hand, since all schools in the country, are under the regulation of the national government
as provided for in the Phil. Constitution, then the government has a great stake in curriculum implementation.
The government is represented by the Department of Education (DepEd) for basic education curricula and the
Commission on Higher Education (CHED) for the tertiary and graduate education curricula. These two
government agencies have mandatory and regulatory powers over the implementation of any curricula. The third
government agency that has high stake in the schools’ curricula is the Professional Regulation Commission
(PRC). It is because the graduates of the different tertiary degrees must be certified as professionals. The
Professional Regulation Commission, through the Professional Regulatory Boards, conducts examinations for
some degree programs like the Licensure Examination for Teachers, Accountants, Dentists, Engineers, and
Nurses among others while the Supreme Court has a professional bar examination to certify lawyers and the
Philippine Medical Association through its Medical Board of Examiners conducts medical board exams for the
licensure examination for doctors.
Perhaps, before we discuss this section, many of us believe that after a curriculum has been written it
can be implemented by anyone. Now, we realize that there are many stakeholders in curriculum implementation.
Each one has a role to play. Each one is on watch on how the curriculum implemented. Some have a direct
involvement, while others have indirect influence.
Pre-Test:
Let us deeply think on the roles of the different stakeholders in the implementation of the curriculum.
Situation:
In one school, the parents got so involved that collectively, they interfered with the transfer of the
classroom location because they have contributed so much to its improvement. The school authorities sustained
a position that the school pant plan should be honored. The parent Association has invested in the improvement
of the classrooms, but the school administrator’s plan should be upheld. Anyway, the classes will be transferred
to equally good classrooms that would enhance learning. Because of the school’s decision, the parents
threatened to pull out their children. If you are the principal of the school, how would you handle the situation?
Write your reflection:
Offer your recommendation:
Review of Concepts:

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Curriculum Stakeholders – individuals or institution who are interested in the Curriculum

1. Learner- are the core of the curriculum
2. Teachers- are curricularist, who plan, design, teach, implement and evaluate the curriculum
3. Parents- significant supporters of the curriculum
4. Managers and Administrator – who oversees in the implementation of the curriculum
5.Community – community is the extended school ground, a learning environment
6. Other stakeholders- have a direct or indirect influence on the school curriculum
Post- Test :
Direction: Who is the stakeholder? Read every situation or description and identify the stakeholder referred in the
curriculum implementation.
1. The direct beneficiary of the curriculum implementation. Upon them lie the success or failure of the curriculum.
2. The person who directly implements the curriculum, in whose hands, direction and guidance are provided for
successful implementation.
3. Spend their personal money to achieve the goals of the curriculum. Their interest is on the return of their
investment through the learning outcomes of the students.
4. They see to it that the written curriculum is correctly implemented in the schools thus they provide support to
the whole organization through their leadership.
5. Indirectly or directly involved in school activities as a resource.
6. Implements the day to day activities in school
7. Provides administrative support to teachers and learners
8. Prepares activities to implement the objectives
9. Experiences the activities prepared in the curriculum
10. Measures the success of curriculum implementation
Topic: 3.1 The Role of Technology in Delivering the Curriculum

Time Frame : 3 hours
Introduction:
The role of technology in the curriculum springs from the very vision of the e-Philippine plan (e stands
for electronic). Thus it is stated: “an electronically enabled society where all citizens live in an environment that
provides quality education, efficient government services, greater sources of livelihood and ultimately a better
way of life through enhanced access to appropriate technologies.
Among the educational goals desired for achievement is the honing of competencies and skills of a new
breed of students, now better referred to as a generation competent in literacies to the 3 R’s ( or reading, ‘riting
and ‘rithmetic) but influences, more particularly: problem solving fluency, information access and retrieval of
textx/images/sound/video fluency, social networking fluency, media fluency, and digital creativity fluency.
 discuss role of technology in curriculum application;
 enhance the application of outcomes-based learning with technology both as an aid and platform
for learning;
 analyze the significance of systematic lesson planning in which the appropriate choice of media
comes to play.
Pre-Test:
Discuss briefly: ( Criteria for rating: Content – 7, Organization of idea- 3 )

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1.How can technology help in enrichment activities?

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
2.Should the effective use of media be also assessed by the teacher? Why?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
The Role of Technology in Delivering the Curriculum
Instructional media may also be referred to as media technology or learning
technology, or simply technology. Technology plays a crucial role in delivering instruction
to learners.
Technology offers various tools of learning and these range from non-projected and projected media
from which the teacher can choose, depending on what he sees fit with the intended instructional setting. For
example, will a chalkboard presentation be sufficient in illustrating a mathematical procedure; will a video clip be
needed for motivating learners?
In the process, what ensues is objective-matching where the teacher decides on what media or
technology to use to help achieve the set learning objectives.
Non-projected media Projected media
Real objects Overhead transparencies
Models Opaque projection
Field trips Slides
Kits Filmstrips
Printed materials (books, worksheets) Films
Visuals (drawings, photographs, graphs, charts, posters) Video, VCD, DVD
Visual boards (chalkboard, whiteboard, flannel board, etc.) Computer/multimedia presentations
Audio materials
Table 1. Types of instructional media/technology
Factors for Technology Selection
In deciding on which technology to use from a wide range of media available, the factors on which to
base selection are:
1. Practicality – Is the equipment (hardware) or already prepared lesson material (software) available? If not,
what would be the cost in acquiring the equipment or producing the lesson in audial or visual form?
2. Appropriateness in relation to the learners – Is the medium suitable to the learners’ ability to comprehend?
Will the medium be a source of plan amusement or entertainment, but not learning?
3. Activity /suitable – will the chosen media fit the set instructional event, resulting in either information,
motivation, or psychomotor display?
4. Objective-matching – Overall, does the medium help in achieving the learning objective(s)?
The Role Technology in Curriculum Delivery
It can easily be observed, that technological innovation in the multifarious fields of commerce, science
and education, is fast developing such that it is difficult to foresee the technological revolution in the millennium,
inclusive of educational changes. For certain, however, technological changes in education will make its impact
on the delivery of more effective, efficient and humanizing teaching-and-learning.

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But presently, we can identify three current trends that could carry on to the nature of education in the
future. The first trend is the paradigm shift from teacher-centered to student-centered approach to learning. The
second is the broadening realization that education is not simply a delivery of facts and information, but and
educative process of cultivating the cognitive, affective, psychomotor, and much more the contemplative
intelligence of the learners of a new age. But the third and possibly the more explosive trend is the increase in
the use of new information and communication technology or ICT.
Already at the turn of the past century, ICT in its various forms and manifestations has made its
increasing in influence on education, and it is expected that the trend will speed up even more rapidly. Propelling
this brisk development is the spread of the use of the computer, and the availability of desktop micro-computers
affordable not only to cottage industries, business, and homes but also to schools.
For now, the primary roles of educational technology in delivering the school curriculum’s instructional
program have been identified:
 Upgrading the quality of teaching-and-learning in schools
 Increasing the capability of the teacher to effectively inculcate learning, and for students to gain mastery of
lessons and courses
 Broadening the delivery of education outside school through non-traditional approaches to formal and
informal learning, such as Open Universities and lifelong learning to adult learners
 Revolutionizing the use of technology to boost educational paradigm shifts that give importance to student-
centered and holistic learning.
ACTIVITY
Home assignment for students to design through drawing or cut-outs from print publications (such as
newspapers and magazines) the futuristic classroom. (Clue: laptops or electronics computer for every student,
electronic camera audio-video conversation, teleconferencing, digital photo or video student production, etc.)

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Self-Evaluation:
Learners say, we learn 83% through the use of sight, compared with less effective ways to learn: hearing
(10%), smell (4%), touch (2%) and taste (1%). In the use of visuals for a wide range of materials (visual boards,
charts, overhead transparencies, slides, computer generate presentations), there are basic principles of basic
design.
Assess a visual material or presentation (a transparency or slide) using the following criteria:
Visual elements (picture, illustrations, graphics):
1. Lettering styles or font – consistency and harmony
2. Number of lettering styles – no more than 2 in a static display (chart, bulletin board)
3. Use of capitals – short titles or headlines should be no more than 6 words
4. Lettering colors – easy to see and read. Use of contrast is good for emphasis
5. Lettering size – good visibility even for students at the back of the classroom
6. Spacing between letters – equal and even spacing
7. Spacing between lines – not too close as to blur at a distance
8. Number of lines – no more than 8 lines of text in each transparency/slides
9. Appeal – unusual/catchy, two dimensional, interactive (use of overlays or movable flaps)
10. Use of directional – devices (arrows, bold letters, bullets, contrasting color and size, special placement of an
item).
The overall look – patterns of alignment, shape, balance, style, color scheme and color appeal. That educators are now
more keenly aware of their responsibility to deliver the highest quality of education to learners, while also recognizing the
need to use and integrate technology in the curriculum and the teaching-learning process of classroom instruction is a very
good development. There is no doubt, however, that the concept of educational technology is a very complex one, made
more sophisticated with the advent of what is called hypermedia or multimedia packages that include: text, audio, graphic
image (still picture), animation and video clip.
Today, hypermedia finds an application in what is known as Information and Communication Technology or ICT that
includes tutorial software packages, webpages, simulation games project management packages, and others. To cite an
example, the hypermedia package in Economics which can be accessed through the Internet site WinEcon. One hundred
(100) hours of tutorial material including self-assessment questions and examinations, an economic database, an economic
glossary, references to leading economic texts and lecture-suited features.

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Everyday, technology including information and Communication Technology, advances by leaps and bounds, but as it
advances we can be certain that educational technology will continue to play an important role in education.
Review of Concepts:
 Media technology- is any hardware, software or tool that is used to compose, create, produce, deliver and
manage media including audio, video, images, information, interactive media, video games, virtual reality and
augmented reality environments
 Projected Media- include slides, filmstrips, opaque and overhead projections, and motion pictures.
 Non-Projected media – pictures are those which require no projection material or any electric power
Post-Test:
In the traditional approach to instruction, the teacher (a) presents the lesson to the class (b)
assesses the students (through oral or written tests) and (c) moves to the next lesson.
In a proposed mastery approach to instruction, the teacher (a) presents the lesson to the
whole class (b) assesses if learners attained mastery of the lesson (c) provides enrichment
activities with the use of media technology (d) re-mediates the non-mastery student (e) moves
on to the next lesson.
1. How is the mastery approach better than the traditional one?
2. The mastery approach appears time consuming and difficult. Do you believe practice and experiences can
overcome these difficulties?
3. How can technology help in enrichment activities?
4. Should the effective use of media be also assessed by the teacher? Why
Topic: 3.2 Pilot Testing, Monitoring and Evaluating the Implementation of the Curriculum
Time Frame: 4 hours
Introduction:
After a curriculum planning and designing is to implement it. But when it comes to written as books,
course manuals, modules or the whole curriculum, it needs to have try-out or field testing. In pilot testing, it
requires monitoring to gather information to check the effectiveness of the said curriculum. Thus, continuous
evaluation is necessary to ensure the adequacy and effectiveness of any curricular program.

 discuss the need of pilot testing in the curriculum;
 acquire clear understanding of what is curriculum evaluation;
 explain the need to evaluate the curriculum and how its being done.
Pre-test: Discuss : ( Criteria for rating: Content – 7, Organization of idea- 3 )
1.Why there is a need to pilot test on any written curriculum like books, course manual & modules?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
____________
2. Why continuous monitoring is necessary to any implemented curriculum?

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
____________

Ailyn B. Caba, MA
MODULE TECHNOLOGY
Pilot Testing, Monitoring and Evaluating the Implementation of the Curriculum
Pilot Testing or Field Try-Out
Whenever a curriculum is written as in books, course manuals, modules or the

whole curriculum program, there is a need to have a try-out or field testing. This process will
gather empirical data to support whether the material or the curriculum is useful, relevant,
reliable and valid.
Most of the field testing or try out follow some form of research designs. Usually it
follows an experimental method. However, an initial process can be done without any
comparison group. In this case only one group of students will be used as try out for the
curriculum.
For example, a group of curriculum specialists was commissioned to prepare instructional materials on
mangroves. The materials are educational modules for the elementary children in the public schools who live
along the coastal areas. The curricular materials were written to better understand and advocate the preservation
of the mangroves in the country.
Using the principles of curriculum writing and backed up by the content specialization of the writers and
the consultants, the modules were written. The printed modules were reviewed by the consultants and peers,
however, there was a need to try out or pilot test the activities and the field practical by the users who are the
students themselves.
The first try out involved a small group of grade five students. They did the various activities according
to the procedure in the module and under the guidance of the module writers. The students were asked
regarding the clarity of instruction, the sufficiency of time to accomplish the activity, and their understanding of
the lessons learned from the activity. Two days were spent for the first try out. The result of the first try out guided
the curriculum specialists to further continue writing the other parts of the curriculum materials. These complete
sets of lessons were ready for the next try out.
The second try-out was done by students, using a complete set of written materials from the advanced
readings to the field work. Each group again worked on the materials with the guide of the module writers.
Longer time was spent for the second try-out because the students had to work on the whole lesson not merely
on the practical. The module writers had to determine the level of understanding of the words, instructions,
technical terms and the concepts being developed. Likewise, the time needed to complete the task was also
determined and the level of difficulty established.
The try out provided information for the final revision of the materials. The revised module from the
second try out was finally used by the whole class. The final try out validated the result of the first and the second
try-outs thus after the third try-out the materials were ready for printing and distribution.
The try-out or pilot testing assures the teachers and the schools that indeed the curriculum materials are
ready for use.
You will notice that in the example only one group of students was utilized. This is what we call a one
group no control groups design. On the other hand, a try-out can be done with two groups- one group being the
experimental group and the other, the control group. The group using the module is labeled as the experimental
and the other using any kind of teaching methods except the modules becomes the control group. At the end of
the try-out, the result of their performance will be compared. This design can be used in the third try-out of the
example given above. Do you remember the Basic Education Curriculum or the BEC? The Department of
Education implemented the Basic Education Curriculum (BEC), the original name of the curriculum to the whole
nationwide system in 2002. That year was labeled as the pilot year of implementation. During the year, all basic
education schools simultaneously implemented the new curriculum. After one year of implementation of the BEC,
several changes were made. The Basic Education Curriculum (BEC) was renamed Revitalized Basic Education

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MODULE TECHNOLOGY
Curriculum (RBEC) and in each subject area some modifications, revisions, and enhancement from the original
form were made.
Modification and revision are inherent characteristic of a curriculum. The pilot test or try-out is a
developmental process that gives the signal as to whether the particular curriculum can already be implemented
with confidence.
However, as the curriculum is being implemented, there is a need to continuously monitor the process.
● Curriculum Monitoring
Monitoring asks the question: How are we doing? Is the curriculum accomplishing its intended purposes?
Monitoring is also important to determine if the curriculum is still relevant and effective. Monitoring is a periodic
assessment and adjustment during the try out period. It is like formative evaluation. It determines how the
curriculum is working, such that the monitoring report becomes the basis of a decision on what aspects have to
be retained, improved or modified. Monitoring also provides decision that would even end or terminate the
program. Usually, monitoring is done by the module writers, curriculum experts or outside agencies. It is a very
important aspect of curriculum development.
● Curriculum Evaluation
Curriculum evaluation as part of total educational evaluation refers to a systematic process of judging
the value, effectiveness and adequacy of a curriculum: its process, product and setting which will lead to
informed decision. Evaluation should be useful and systematic. The information gathered should be important for
the improvement of and for final judgment of the curriculum being evaluated.
In practice, two ways of curriculum evaluation will be presented here. These are School-Based
Evaluation (SBE) and Accreditation.
1. School-Based Evaluation is an approach to curriculum evaluation which places the content, design, operation,
and maintenance of evaluation procedure in the hands of the school personnel. The school personnel participate
in the planning and conduct of school evaluation activities. It is a participative evaluation where the control and
management of the process rest on the school personnel themselves.
The localized nature of the SBE ensures evaluation which is relevant, meaningful and useful at the school level.
It is important for evaluation process that all who are affected and those who will implement the decision should
play a great role.
A range of evaluation activities may take place within the school. It can be undertaken by a single
teacher, small group of teachers or even the entire school. For example, two teachers may wish to examine a
science unit they are both teaching. They will undertake an evaluation in order to improve their individual
teaching activities. On the other hand, the whole school may undertake curriculum evaluation of the mathematics
program across all levels in order to re-evaluate school policy and initiate re-development of the mathematics
curriculum.
Some of the advantages of the School-Based Evaluation include the following:
1. Accountability is shared by all, hence bias and conflict are minimized.
2. School personnel develop evaluation skills.
3. The real concerns of the school and community are addressed by the evaluation.
4. Broad participation of school personnel provide opportunities for building school cohesiveness.
5. Provides reliable and valid information on curriculum, resources, and general school functioning.
With these advantages the school administrators may opt for a regular evaluation of its school curriculum. This
practice will make all stakeholders alert and will be on their toes the whole year round.
2.Accreditation – This is a voluntary process of submitting a curricular program to an external accrediting body
for review in any level of education: basic, tertiary or graduate school to assure standard. Accreditation studies
the statement of the educational intentions of the school and affirms a standard of excellence.

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MODULE TECHNOLOGY
Among the many purposes of accreditation are to foster excellence and improve programs. The curricular
accreditation will assure the academic community, other agencies and the general public that the curriculum
meets standards comparable to other excellent institutions offering similar programs.
Usually there are ten areas for program accreditation one of which is curriculum and instruction. Quality
instruction is a concern of curriculum. School administrators play important leadership role in maintaining quality
of the program of studies, classroom management, instructional processes, graduation requirements, academic
performances of the students and the administrative measures for effective instruction.
What are the areas for accreditation under Curriculum and Instruction?
2.1 Curriculum and Program of Studies
Program of studies includes the clusters of knowledge, skills, attitudes, values and experiences that will provide
the students at any level with the necessary competencies for effective learning. A list of subjects or courses to
be taken and arranged in a logical order compose the program of studies. For basic education, program of
studies includes the subject areas in English, Mathematics, Science, Filipino and Makabayan. The first three
clusters aim for the development of internationalism while the last two clusters develop Filipinism or nationalism.
Any program of studies should meet the Department of Education requirements for basic education. On the other
hand, the Commission on Higher Education (CHED) mandates the program of studies for tertiary and advanced
education. The courses or degree programs are composed of general education subjects, professional education
subjects and major subjects. The degree programs are also enriched by subjects which are called electives. All
schools are mandated by the specific government agencies to comply with the minimum requirements of the
curricular programs through the issuance of memoranda.
2.2 Classroom Management
For effective instruction, the use of appropriate classroom management is suggested. The teacher who
implements the curriculum sees to it that management of teaching and learning in the classroom follows
procedure and guidelines to enhance and create an environment conducive to learning. An environment
conducive to learning considers the physical factors such as classroom physical arrangements, ventilation,
lighting, cleanliness while the human factors include the teachers’ attitude, students’ responses, teacher-students
relationships, student-student relationships and interactions. A good classroom management provides
opportunities to develop independent lifelong learners who uphold and observe democratic practices. The
teachers’ role is to act as manager of learners and learning.
2.3 Instructional Processes or Methodologies
How to translate action into the written and planned curriculum is a concern of instruction. How should a lesson
be taught? What teaching methodologies should be used for a particular type of learners? Is there a fit or match
between the lesson objectives and the methods of teaching? Has teaching or methods of delivery accomplished
the objectives set? The decision of choosing and using the method of teaching is a crucial factor in curriculum
and instruction. There are varied teaching methodologies that are compatible with the different learning styles of
the students. These emerging strategies of teaching follow principles and theories that enhance learning
outcomes. As teachers, there is a need to know not only the steps or strategies of teaching but to understand the
pedagogical content knowledge of each strategy. Why such method is being utilized should be known by the
teacher who uses it. Curriculum accreditors see to it that different methodologies are utilized in the classrooms
by the teachers for effective teaching-learning process. Further, teachers are also guided, supported and
managed by their school officials.
2.4 Graduation Requirements
Graduation means successful accomplishment of the curricular program of studies. A student has to accomplish
its academic program prescribed in the program of studies mentioned earlier. These requirements are clearly
understood upon enrolment in college by the students and by the parents for students in the elementary or high
schools. The grade requirements of each subject should be known. Aside from the academic subjects required,

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MODULE TECHNOLOGY
some curricula provide activities that are necessary and should be accomplished as a graduation requirement. A
good example is a research project, a field work, a seminar or other related co-curricular activities which are
prescribed in the curriculum. There are also examinations that are given to fully complete the program of studies.
Some call this comprehensive examination, or exit examinations. Because students also transfer schools within
the country, schools have policies to address this. Mobility or transfer of students will not lose the benefit of the
earned credits in another school because there are policies of accrediting subjects, uniform course description,
credit transfer or subject substitution that are provided. There are schools or institutions however that have
additional requirements other than those prescribed by the Department of Education or Commission on Higher
Education. All of these graduation requirements are written in the school’s bulletin of information.
2.5 Administrative Support for Effective Instruction

A curriculum can be best implemented if there is support of the school administration. In fact a school principal
for example has a distinct responsibility of a curricular manager of learning. The required physical facilities like
good classrooms, libraries, playground, laboratory, study areas are the primary responsibilities of the school
administrators. Procurement of books and equipment should be made possible to facilitate instruction. The
school class schedules should result to efficient and effective teaching and learning. This would even include
schedules for exams and short vacations or school break. Policies should be provided for punctuality of teachers
and students in school attendance and submission of reports. Quality instruction should be sustained by
requiring needed instructional materials, high quality of examination questions and other support for effective
instruction. A school administration which can provide high and quality support to instruction assures effective
curricular outcomes.
2.6 Evaluation of Academic Performance of Students
In curriculum, it is necessary that learning outcomes be evaluated. After all the best measure of a curriculum is
the learning outcome of the students.
The evaluation of students’ performance should make use of valid and reliable tools which are periodically
reviewed and revised. Studies should be informed and be clarified about the grading system as well as the
standards used. Schedules for examinations, periodical tests, midterms, finals should be given in advance and
the results communicated to them as soon as possible. Students should receive information about their school
performance promptly and regularly. Likewise recognition like scholarships, certificates, and merits should be
given.
Success of the school curriculum is shown in the results of the evaluation of the students’ performance.
In summary, this lesson tells us that a curriculum undergoes a long and dynamic process from its plan,
to writing, to pilot testing, monitoring and evaluating. The last three processes were discussed in this lesson
which confirms that indeed a good curriculum is one that delivers good results in the learning outcomes of the
learners. These outcomes are measured against the objectives set in the curriculum plan.

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MODULE TECHNOLOGY
Self-Evaluation:
Identify what concept or idea is being described by each statement in column A. Write your answer on the blank
provided in column B.
Column A - Statements Column B - Answers

1.A voluntary review of the curricula program to determine its status in terms of
several areas that include curriculum and instruction

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MODULE TECHNOLOGY
2.A formative evaluation of the curriculum during its implementation, to determine

if there are things to be modified or corrected
3. Putting into action the curriculum which has been written to find out if it works.
There is a need for the students to use the curriculum materials.
4.The method of tryout that follows a research design to collect empirical data
5.Curricular evaluation is initiated and directed by the school principal with the
teachers in the school itself doing the evaluation.
6.The nationwide implementation of the Basic Education Curriculum or the BEC
for a year is an example
7.In accreditation, the complete list of subjects or courses to be taken
8.The initial step in the implementation of any proposed curriculum which requires
the use of students or learners because they will eventually become the user
9.For the elementary level, the subjects include English, Mathematics, Science,
Filipino and Makabayan
10.The best indicator of curricular success
Review of Concepts:
 Pilot- testing – It is a small-scale, short-term effort designed to provide data about the feasibility of the program
before it is implemented on a large scale—in a sense, an educational simulation
 Curriculum Monitoring – It is a process of gathering information for evaluating the effectiveness of
the curriculum and ensuring that the intended, implemented and attained curricula are aligned. It measures the
extent to which the curriculum is commensurate with the diverse needs of all learners.
 Curriculum Evaluation - This refers to an ongoing process of collecting, analyzing, synthesizing, and
interpreting information to aid in understanding what students know and can do.
Post-Test:
Based on the actions you took in the activities above, reflect deeply and
answer the questions below.
1. Do you think there are advantages of doing a school based evaluation of a

curriculum? Why?
2. We often see in school brochures the word ACCREDITED attached to the name.
What benefits will the school derive if its curricular programs are accredited?
3. Why is there a need to pilot test, monitor and evaluate curricular programs?
Title: 4.0 Assessing The Curriculum

Topic: 4.1 Intended vs. Implemented vs. Achieved Curriculum
4.2 Criteria for Curriculum Assessment
4.3 Tools to Assess Curriculum
4.4 Linking Curriculum, Instruction and assessment : Making a Fit
Time Frame : 3 hours

Ailyn B. Caba, MA
MODULE TECHNOLOGY
Introduction:
After the curriculum has been implemented, it must undergo the assessment and evaluation. Thus,
continuous evaluation is necessary to ensure the adequacy and effectiveness of any curricular program.

 enumerate the purpose of assessment;
 explain the connection of planning to implementing ; implementing to evaluating; and
evaluating to implementing in curriculum development.
Pre-test: Discuss : ( Criteria for rating: Content – 7, Organization of idea- 3 )
Why there is a need to assess the curriculum?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
____________
Intended vs. Implemented vs. Achieved Curriculum
Purpose of Curriculum Assessment
Curriculum assessment is the process of collecting information for use
in evaluation. It is an important part of the systems approach to curriculum
development. Any information, data collected or obtained through various
processes will be analyzed for important decision making processes.
Curriculum assessment may achieve the following purposes:

1. Highlight curriculum expectations
2. Gather information about what students know and can do
3. Motivate students to learn better
4. Motivate and encourage teachers to meet the identified needs of students
5. Provide evidence to tell how well the students have learned
6. Obtain feedback that helps teachers, students and parents make good decisions to guide instruction
The parameters of assessments in this lesson will include the intended curriculum, the implemented curriculum
and the achieved curriculum.
Intended curriculum – refers to a set of objectives set at the beginning of any curricular plan. It establishes the
goal, the specific purposes, and the immediate objectives to be accomplished. The intended curriculum answers
what the curriculum maker wants to do. There are certain indicators to measure intended curriculum. Among the
indicators are stated questions which can be answered. Examples of the questions are the following:
1. Are the objectives achievable within the learners’ developmental levels?
2. Can the objectives be accomplished within the time frame?
3. Are the resources adequate to accomplish the objectives?
4. Are the objectives specific and clear?
5. Are there ways of measuring the outcomes of the objectives?
6. Are the objectives observable?
7. Are the objectives doable?
8. Are the objectives relevant?
9. Overall, are the objectives SMART?

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MODULE TECHNOLOGY
Implemented Curriculum – refers to the various learning activities or experiences of the students in order to
achieve the intended curricular outcomes. Many times in our curriculum, lots of activities are done but these do
not accomplish the stated objectives. Sometimes, there are extra activities done but are not specified in the
objectives. To assess the implemented curriculum the following questions can be addressed:
1. Are the learning activities congruent with the stated objectives?
2. Are the materials and methods appropriate for the objectives set?
3. Does the teacher have the skill to implement the activities or use the strategy?
4. Does the teacher utilize the various ways of doing to complement the learning styles of the students?
5. Are there alternative activities for the learners to do to accomplish the same objectives?
6. Are there activities provided to address individual differences?
7. Do the activities provide maximum learning experiences?
8. Do the activities motivate the learners to do more and harness their potentials?
9. Do the activities utilize multiple sensory abilities of the learners?
10. Do the activities address multiple intelligences of the learners?
Achieved Curriculum – refers to the curriculum outcomes based on the first two types of curriculum, the intended
and the implemented. The achieved curriculum is now considered the product. It can be the learning outcomes,
or a material product itself, like a book, module or instructional material. Any achieved curriculum must fit with the
objectives and the activities that were conducted. Achieved curriculum indicates the performance vis a vis the
objectives and the various activities. Achieved curriculum indicates the performance indicators measured by
evaluation tools. To measure achieved curriculum the following questions should be addressed:
1. Do the learning outcomes achieved by the learners approximate the level of performance set at the beginning
of the curriculum?
2. Are the learning outcomes achieved higher or lower than the objectives set?
3. Do the achieved learning outcomes reflect the knowledge, skills, attitudes and skills intended to be developed?
4. How many percent of the learners in the same class perform higher than the level set at the beginning?
5. Do the curricular outcomes reflect the goals and the aspirations of the community where the curriculum was
implemented.
Each type of curriculum can be assessed independently and in comparison with the other three components.
The figure below summarizes the relations among the three kinds of curriculum.
Intended Implement
Curriculum
Achieved
Figure 5 – The Relationships of the Three Types of Curriculum
Each type of curriculum should be linked to one another. Any gap along the line will make the connection
weak and will lead to obstacles in the accomplishment of the overall purpose of the curriculum.
The Basic Education Curriculum (BEC) and the Three Types of Curriculum: Intended, Implemented and
Achieved
Let us analyze the BEC in the light of the three types of curriculum.
Question 1 – What does the BEC aim to accomplish? (Intended Curriculum)
From the DepEd BEC primer, the following are the goals of the basic education curriculum.
1. To raise the quality of Filipino learners and graduates who will become lifelong learners

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2. To decongest the curriculum in order that the teachers and learners will be able to contextualize it
3. To use innovative, interdisciplinary and integrative modes of instructional delivery whenever possible and
appropriate
4. To make values development integral to all learning areas in high school
5. To increase time for tasks in order to gain mastery of competencies of the basic tool subjects
The curriculum objectives are expressed in terms of competencies: knowledge, skills, values and attitudes which
the learners will develop or acquire. These objectives or competencies determine the content which focuses on
learning how to learn.
Question 2 – How was the BEC implemented to accomplish the goals? (Implemented Curriculum)
To accomplish the goals, the following activities or actions were done or are being implemented in the different
basic education schools of the country.
1. The BEC decongested the overcrowded the old curriculum into five learning areas, namely, English,
Mathematics, Science, Filipino and Makabayan. The first three subject areas will develop internationalism, while
the last two learning areas will develop Filipinism.
2. The teachers in basic education were trained to use innovative, interdisciplinary, thematic, and integrative
modes of instructional delivery. Teachers of different disciplines plan and teach together in tandem or teams in all
subject areas as possible.
3. Teaching-learning processes are interactive to enhance learning. There is open communication between
teachers and among learners themselves. Instructional materials and multimedia are fully utilized to support
interactions thus teaching and learning become more interesting. Teachers consider the learner as an active
partner rather than a passive receiver of knowledge.
4. English, Science, Mathematics and Filipino are the basic tool subjects, while Makabayan develops healthy
personal and national self-identity.
5. Makabayan entails the use of integrated units of learning areas composed of several subjects in the
elementary and in the secondary levels.
For the elementary level, makabayan is composed of
a. Araling Panlipunan or Social Studies (Sibika at Kultura for Grades 1 and 2 Heograpiya, Kasaysayan at
Sibika (HeKaSi) for Grade 4, 5, and 6)
b. Edukasyong Pantahanan at Pangkabuhayan (EPP) for Grade 5 and 6
c. Musika, Sining at Edukasyong Pangkatawan (MSEP) for Grade 4 to 6 while for grades 1-3, MSEP is
integrated in Sibika and Kultura.
d. Good Manners and Right Conduct (GMRC) is integrated in all learning areas.
For the high School, the components of makabayan learning area are as follows:
a. Araling Panlipunan (AP) or Social Studies is composed of Philippine History and Government, 1 st Year;
Asian studies, 2nd Year; World History, 3rd and Economics, 4th year.
b. Technology and Homes Economics
c. Physical Education, Health, Music and Arts (PEHMA)
d. Edukasyon sa Pagpahalaga (EP) or Values Education
6. The school year 2002-2003 was declared as the pilot year in the public schools. Private basic education
schools were encouraged to join in the implementation of the BEC in the later years.
Question 3 – What has the BEC achieved? (Achieved Curriculum)
From its pilot implementation, several monitoring and evaluation processes were made. The National
Educational testing and Research Center (NETRC), the Bureau of Elementary Education (BEE) and the Bureau
of Secondary Education (BSE) were tasked to do the evaluation of the BEC. A continuous monitoring was done
by the school principals and supervisors in the school, district and divisions. This is referred to as a school-based

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monitoring, to allow curriculum managers to make immediate adjustment and provide feedback to the national
offices.
Although, no formal report has been perused, among the initial achievements of the BEC as expressed by
teachers, parents and students informally are the following:
1. Increased interest and motivation of students to go to school

2. Increased level of performance in the tool subject areas
3. Change in teachers paradigm from a dispenser of knowledge to facilitators of learning
4. Increased instructional materials support for teaching and learning
5. Increased in the in-service training of teachers
6. More opportunities of learners to learn on their own.
7. Use of varied teaching strategies to complement the learning styles of the students
8. More involvement of other stakeholders in the education of the children
9. More involvement of the school principal in decision making that relate to curriculum implementation
10. Empowered teachers and school officials
From the initial results, it can be gleaned that in the BEC, there is a match between the intended,
implemented and the achieved curricula. Perhaps at this point in time action research and program evaluation
should be done to provide empirical evidence to determine the value and worth of the curriculum.
Self- Evaluation: Let us pause for a while and reflect on this lesson.
Discuss : ( Criteria for rating: Content – 7, Organization of idea- 3 )

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MODULE TECHNOLOGY
1. How would you describe a school curriculum where the intended outcomes do not match with the
implemented activities and the achieved outcomes?
2. In writing your lesson plan, would you consider matching the intended, implemented and the achieved
curricula?
Review of Concept:
Intended curriculum - answers what the curriculum maker wants to do or acknowledged in policy statements as
that which schools or other educational institutions or arrangements set out to accomplish.
 Implemented Curriculum - various learning activities or experiences of the students in order to achieve the
intended curricular outcomes
 Achieved curriculum - is considered the product, outcomes based on the first two types of curriculum: the
intended and the implemented.
Post-Test:
Below are phrases/statements that refer either to the intended, implemented or achieved curricula. Identify each
one of them. (Write your answer after every statement or phrases).
1. Children are going to a field trip in a zoo

2. Determining the level of performance in a 50 item unit test
3. To construct models that will represent the molecules of sugar
4. Acting out in role play the responsibilities of barangay officials
5. Accomplished checklist in judging the project made
6. To identify the chartered cities in the Philippines
7. The scores in the test shows that majority of the students got 80% correct answers
8. Reading aloud the poem to pronounce correctly the vowel sound
9. To solve word problems that requires the four fundamental
10. Collecting sample of rocks for closer identification and classification
Topic: 4.2 Criteria for Curriculum Assessment

Time Frame: 4 hours

Ailyn B. Caba, MA
MODULE TECHNOLOGY
Introduction:
Curriculum evaluation is a component of curriculum development that responds to public accountability.
Setting criteria in evaluating will set standards to be followed in assessment. In this lesson, arriving with an
effective goals and objectives, instruction and assessment , different criteria were suggested from the different
curricularists /experts below.
» define criteria and assessment;

» discuss the different criteria for goals and objectives, and for assessment of instructions;
» enumerate the characteristics of a good curriculum.
Pre- Test: Discuss briefly : ( Criteria for rating: Content – 7, Organization of idea- 3 )
Why do we need to set criteria in assessing the curriculum?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
____________
Criteria for Curriculum Assessment Defined
Criteria are set standards to be followed in assessment. Specifically, as they apply to

curriculum, criteria are set of standards upon which the different elements of the curriculum
are being tested. The criteria will determine the different levels of competencies or proficiency
of acceptable task performance.
Criteria for Goals and Objectives
Goals and objectives are statements of curricular expectations. They are sets of
learning outcomes specifically designed for students. Objectives indicate clearly what the students will learn. The
items must reflect the tasks, skills, content behavior and thought processes that make up curricular domains and
must also match the students’ needs.
Goals and instructional objectives are formulated and specified for the following purposes:
1. To have focus on the curriculum and instruction which give direction to where students need to go
2. To meet the requirements specified in the policies and standards of curriculum and instruction
3. To provide the students’ level of performance
4. To monitor the progress of students based on the goals set
5. To motivate students to learn and the teachers to be able to feel a sense of competence when goals are
attained
For goals and objectives to be formulated criteria on certain elements should be included according to Howell
and Nolet in 2000.
1. Content –From the objectives, what content should students learn?
2. Behavior – what will students do to indicate that they have learned?
3. Criterion – what level of performance should the students have to master the behavior?
4. Condition – under what circumstances should the students work in order to master that behavior?
Writing effective goals and objectives should also use the following general criteria.
1. Are the objectives syntactically correct? – syntactic correctness

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One of the first ways people think of to tell if an object is good id to look at it to see if it has all its parts. Just like
instructional objectives, teachers need to include logically the element: content, behavior, criteria and conditions.
2. Do the objectives comply with the legal requirements of the course of subjects? – Compliance with legal
requirements
There should be a direct relationship between the annual goals and the students’ present levels of educational
performance.
● The annual goals should describe what the learners can reasonably be expected to accomplish within a given
period and given appropriate instructional resources.
● Short term instructional objectives should be stated so clearly so that it is obvious how we would measure to
see if the objectives are met.
● The objectives should describe a sequence of intermediate steps between a child’s present level of
educational performance and the annual goals that are established.
3. Do the objectives pass the stranger test? – The “Stranger Test”
Goals and instructional objectives must be measurable so that their status can be monitored. This does
not mean that they need to be derived from, or linked to, published tests. However, basic measurement
principles such as reliability do apply. Probably the simplest way to judge if a goal or objective can be reliably
measured is to apply the stranger test (Kaplan, 1995).
If the goals and instructional objectives pass the stranger test, someone not involved in developing the
statements- a stranger-could still use them to write appropriate instructional plans and evaluate student progress.
Obviously, a stranger could not reliably do so unless the goals and objectives were written in a sufficiently
observable and specific form. The secret of stating something in observable form is using behaviors. “ Knowing
the answer” is hard to measure (because knowing is not directly observable), but “writing the answer” is easy to
measure because writing is a behavior.
4. Do the objectives address both knowledge and behavior? – Both knowledge and behavior are addressed
The stranger test and the need to specify instructional objective in terms that are measurable raise an
issue that has proven to be disconcerting to many educators. It is the confusion of knowledge and behavior. This
confusion seems to arise because, although it is knowledge that we are most often trying to transmit, we need to
see behaviors to know if we have succeeded.
The statement of behavior must be in an objective to provide a measurable indicator of learning. But it is
the learning, not the behavior that is of primary importance to most teachers. Therefore, when they compose an
objective that calls for the student to”…write the correct spelling of science vocabulary …” they are not teaching
the student to write, they are trying to increase knowledge of spelling. Although it is true that the student must do
something (like “write”) for us to know if the knowledge has increased, it is a mistake to focus only on the
behavior. In fact, it would be a mistake to produce an objective that requires writing for a student who can’t write,
unless your goal is to produce writing.
5. Do they pass the “so-what” test? – The “So-What” Test
The so-what test speaks of validity. Because the purpose of education is to prepare people to be
socially competent, the so-what test asks whether the goals and instructional objectives are important. This is a
more difficult test than the stranger test because it involves value judgments about the curriculum and
speculation on about the child’s long term needs.
Good objectives specify outcomes that will benefit students by teaching them things that are socially
significant (Ensminger & Dangel, 1992) and not simply make life easier for parents and teachers (although these
are not always mutually exclusive). To pass the so-what test, an objective should act to develop, rather than to
suppress, behavior. In cases where behaviors need to be suppressed (because they are dangerous), goals or
objectives should include alternate positive behaviors (Kaplan, 2000; Martin & Pear, 1996; Sulzer-Azaroff &
Mayer, 1991).

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6. Are the objectives aligned? – Individualization

Appropriate goals and instructional objectives are derived from assessment data. They must be aligned
with the students’ present level of educational performance and student’s goals.
7. Do they make common sense? – Common Sense

Instructional objective don’t have to fit into one sentence, and trying to make them do so can be very
confusing. Objectives tell what the student will learn, not descriptions of what the teacher will do or what process
the student will follow to learn. A series of guidelines in the form of questionnaire is found in table 1 the checklist
for Goals and Objectives below.
Another set of criteria which can be used for judging the objectives and goals. You may check your
objectives against the seven questions. If the answer to all the questions is YES, then the objective meets the
criteria.
Table 2. Checklist for Goals and Objectives

Status Question
Yes /No 1. Do the goals and/or objectives represent an important learning outcome that is a priority for this student?
2. Is there a goal written for each area of need stated in the present level of performance?
3. Are the goals realistic in the sense that they can be accomplished in one year?
4. Are the goals and objectives easily measured?
5. Are there multiple objectives representing intermediate steps to each goal?
6. Are the goals and instructional objectives appropriately calibrated (sliced neither too broadly nor too
narrowly)?
7. Are the goals and instructional objectives useful for planning and evaluating instructional programs?
Criteria for Assessment of Instruction
Another element of curriculum which needs criteria for assessment is instruction. Instruction refers to
the implementation of the objectives. It is concerned with the methodologies of the strategies of teaching.
The following section describes instruction and the criteria which will be used for its assessment. But
before doing that, let us be familiar first with the two approaches to instruction. These are:
1. Supplantive Approach – this is referred to as “direct” instruction (Adams & Englemann, 1996). In here, the
teacher attempts to promote learning by providing explicit directions and explanations regarding how to do a
tank. The teacher assumes primary responsibility for linking new information with the students’ prior knowledge
and ultimately whatever the students learn. With this approach, information is represented in an ordered
sequence in which component sub-skills are taught directly or a foundation for later tasks. This approach to
instruction is highly teacher-directed.
2. Generative Approach – This is referred to as “constructivist” or “developmental”. In here the teacher
functions as a facilitator who takes a less central role in a learning process that is student-directed (Esminger &
Dangel, 1992). The teacher provides opportunities for the students to make own linkages to prior knowledge and
to devise her own strategies for work. Generative instruction is “constructivist” because much of its emphasis is
on helping students to construct their own educational goals and experiences as well as the knowledge that
results. With this approach, information is presented on a schedule determined by students’ interests and goals.
With generative instruction, sub-skills may not be taught explicitly. Pre-requisites for more complex information
are expected to be learned as a consequence of the larger understanding students would be guided to construct.
With the generative approach to instruction, learning is assumed to be socially constructed out of the
interaction between the student’s innate tendencies and predisposition (following the student’s own timeline) and
the social context in which the student lives (Stone, 1996). But advocates of the generative approach sometimes
take a restrictive view teachers and classrooms as part of the social context. Therefore, they see intentional

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instruction by teachers (or parents for that matter) as “unnatural” and “meaningless”. However, as Stone
(1996)puts it., “Developmentalism… fails to recognize the extent to which valued social, emotional, and cognitive
attributes may be induced and sustained (not merely facilitated) by the purposeful actions of teachers and
parents.”
Comparison of the two approaches is shown in Table 3 below.
Table 3. A Comparison of Teaching Approaches
Attribute Generative Approach Supplantive Approach
● Constructivist ● Direct instruction
● Developmental ● Teacher-directed
Buzz words used by ● Top Down ● Mastery learning
proponent ● Holistic ● Task analytic
● Authentic ● Competency based
● Meaning-based ● Effective teaching
● Romantics ● Reductionist
What proponents call the ● Fuzzy ● Drill-and-kill
other ● Postmodemist ● Dogmatic
● Unrealistic ● Unauthentic
● Students construct their own ● The skills that students need to learn can
Underlying beliefs about understanding be derived from an analysis of the social
what is taught ● When learning is contextualized, students demands placed on them
will identify what they are ready to learn
● Learning is “socially constructed”, ● Learning can be induced through
Underlying beliefs about students link new information to prior instruction that builds explicit links between
how learning occurs knowledge when provided opportunities to new information and prior knowledge
observe or experience
● Learning is developmental and occurs ● When learning does not occur, it can be
much the way early language is acquired facilitated by building it from the “bottom up”
Underlying beliefs about ● Teachers take a “hand’s-off” approach through teaching of prerequisite sub-skills
how to teach and seek to provide a meaningful context in ● Teachers take a “hands-on” approach by
which learning will occur naturally. structuring lessons and providing explicit
direction.
● Creating interesting classroom activities ● By focusing on specific learning
Common error made by
but failure to link these activities to learning outcomes, they may fail to attend to other
proponents
outcomes equally important interests and topics
● Too much emphasis on larger ideas, not ● Too much emphasis on the components,
enough emphasis on the components not enough emphasis on the larger ideas
The guidelines for selecting appropriate instructional approach are presented in Table 4 below.
Table 4. Guidelines for Selecting an Instructional Approach
Select the Generative Approach When: Select the Supplantive Approach When:
The Student ● Has considerable prior knowledge ● Has little prior knowledge of the task
● Has adaptive motivational patterns ● Has non-adaptive motivational patterns
● Experiences consistent successes on the ● Experiences repeated failure on the task
task
The Task ● Is simple for the student ● Is complex
● Is well defined ● Is ill defined
● Can be completed using a general ● Has missing information
problem-solving strategy ● Requires the use of a task-specific strategy
● Is it understood, but not necessarily ● Is pivotal to the learning of subsequent tasks
applied, what is learned ● Must be used with a high level of proficiency
● Time allowed to accomplish outcomes is
The Setting

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● Allows plenty of time to accomplish limited

outcomes ● Places priority on task mastery
● Places priority on experiences and
activities
What are Curriculum Criteria?
Curriculum criteria are guidelines on standard for curriculum decision making. The objectives of a
curriculum or teaching plan are the most important curriculum criteria, since they should be used in selecting
learning experiences and in evaluating learning achievement. The criteria are stated in the form of questions as
follows:
1. Have the goals of the curriculum or teaching plan been clearly stated; and are they used by teachers and
students in choosing content, materials and activities for learning?
2. Have teacher and students engaged in student-teacher planning in defining the goals and in determining
how they will be implemented?
3. Do some of the planned goals relate to the society or the community in which the curriculum will be
implemented or the teaching will be done?
4. Do some of the planned goals relate to the individual learner and to his or her needs, purposes, interest
and abilities?
5. Are the planned goals used as criteria in selecting and developing learning materials for instruction?
6. Are the planned goals used as criteria in evaluating learning achievement and in the further planning of
learning sub goals and activities?
According to Hass and Parkay (1993), individual differences, flexibility and systematic planning are criteria
that depend in part on knowledge of the different approaches to learning. The criterion questions are as follows:
 Does the curriculum or teaching plan include alternative approaches and alternative activities for learning?
 Have the different learning theories been considered in planning alternative learning approaches and
activities?
 Has the significance of rewarded responses, transfer, generalization, advance organizers, self-concept,
meaningfulness of the whole, personal meaning, imitation, identification and socialization been considered in the
planning?
What are the Characteristics if a Good Curriculum?
A good curriculum must possess specific characteristics in the pursuit of the aims of education the
schools are to pursue. A good curriculum includes the following:
1.The curriculum is continuously evolving.
The present educational system that we, Filipinos, now enjoy did not happen overnight. It is the product of a long
and tedious process of evaluation and change. It evolved from one period to another, to the present.
Thus, for a curriculum to be effective, it must have continuous monitoring and evaluation. The curriculum must
adapt its educational activities and services to meet the needs of a modern and dynamic community.
Simply, a good curriculum is a progressive curriculum.
2.The curriculum is based on the needs of the people.
It is imperative in developing a curricular program to begin with those that concern the people themselves. A
good curriculum reflects the needs of the individual and the society as a whole. The curriculum is in proper shape
in order to meet the challenges of times and make education more responsive to the clientele it serves.
3.The curriculum is a democratically conceived.
A good curriculum is developed through the efforts of a group of individuals from different sectors in the society
who are knowledgeable about the interests, needs and resources of the learner and the society as a whole. The
curriculum is a product of many minds and energies.

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4.The curriculum is the result of a long-term effort.

A good curriculum is a product of long and tedious process. It takes a long period of time in the planning,
management, evaluation and development of a good curriculum.
5.The curriculum is a complex of details.
A good curriculum provides the proper instructional equipment and meeting places that are often most conducive
to learning. It includes the student-teacher relationship, guidance and counseling program, health services,
school and community projects, library and laboratories, and other school-related work experiences.
6.The curriculum provides for the logical sequence of subject matter.
It is an accepted fact that learning is developmental. Thus, classes and activities should be planned so as to
achieve an orderly development of subject matter and step-by-step progress of the learner. There is a smooth
transition and continuing achievement of learners from one subject matter, classroom, grade, or school to
another. A good curriculum provides continuity of experience.
7.The curriculum complements and cooperates with other programs of the community.
The curriculum is responsive to the needs of the community. The school offers its assistance in the improvement
and realization of ongoing programs of the community. There is cooperative effort between the school and the
community towards greater productivity.
8.The curriculum has educational quality.
Quality education comes through the situation of the individual’s intellectual and creative capacities for social
welfare and development. The curriculum helps the learner to become the best that he can possibly be. The
curriculum support system is secured to augment existing sources for its efficient and effective implementation.
9.The curriculum has administrative flexibility.
A good curriculum must be ready to incorporate changes whenever necessary. The curriculum is open to
revision and development to meet the demands of globalization and the digital age.
What are Marks of a Good Curriculum?
Here are some marks of a good curriculum which may be used as criteria for evaluation purposes given
by J. Galen Saylor.
1. A good curriculum is systematically planned and evaluated.
 A definite organization is responsible for coordinating planning and evaluation.
 Steps in planning and evaluation are logically defined and taken.
 Ways or work utilizes the contributions of all concerned.
2. A good curriculum reflects adequately the aims of the school
 The faculty has defined comprehensive educational aims.
 The scope of the curriculum includes areas related to all stated aims.
 Each curriculum opportunity is planned with references to one or more aims.
 In planning curriculum opportunities from year to year and in each area, teachers consider the total scope of aims.
3. A good curriculum maintains balance among all aims of the school.
 The curriculum gives attention to each aim in basic areas, school activities, and special interests reflects
careful planning with respect to all aims.
 Guidance of each individual helps provide him with a program which is well-balanced in terms of his needs and
capacities.
 The school organization, schedule, and facilities help in giving appropriate attention to each aim.
 Classroom activities and schedules are arranged so as to provide a balanced program of varied learning activities.
4. A good curriculum promotes continuity of experience.
 Provisions are made for the smooth transition and continuing achievement of pupils from one classroom, grade or
school to another.

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 Curriculum plan in areas which extend over several years are developed vertically.
 Classroom practices give attention to the maturity and learning problems of each pupil.
 Cooperative planning and teaching provide for exchange of information about pupil’s learning experiences.
5. A good curriculum arranges learning opportunities flexibly for adaptation to particular situations and
individuals.
 Curriculum guides encourage teachers to make their own plans for specific learning situations.
 Cooperative teaching and planning utilize many opportunities as they arise to share learning resources and
special talents.
 Time allotments and schedules as need justifies.
 In accordance with their maturity, pupils participate in the planning of learning experiences.
 The selection of learning experiences reflects careful attention to the demands of the learning situation.
6.A good curriculum utilizes the most effective learning experiences and resources available.
 Learning experiences are developed so that pupils see purpose, meaning and significance in each activity.
 Needed available resources are utilized at the time they are relevant and helpful.
 Use of the right learning resource for each pupil is encouraged.
 Teachers discriminate wisely between activities which pupils carry on independently and those in which
teacher-pupil interaction is desirable.
7.A good curriculum makes maximum provision for the development of each learner.
 The program provides a wide range of opportunities for individuals of varying abilities, needs, and interests.
 Extensive arrangements are made for the educational diagnosis of individual learners.
 Self-directed, independent study is encouraged wherever possible and advisable.
 Self-motivation and self-evaluation are stimulated and emphasized throughout the learning opportunities of
the school.
 The curriculum promotes individual development rather than conformity to some hypothetical standard.
 The school attempts to follow up its former students both as a service to them and for evaluative data.
What is Evaluation?
Evaluation is the process of determining the value of something or the extent to which goals are being
achieved. It is a process of making a decision or reading a conclusion. It involves decision making about student
performance based on information obtained from an assessment process. Assessment is the process of
collecting information by reviewing the products of student work, interviewing, observing, or testing.
Evaluation is the process of using information that is collected through assessment. The ultimate
purpose of any evaluation process that takes place in schools is to improve student learning. (Howell and Nolet,
2000)
Evaluation entails a reasoning process that is based on influence. Inference is the process of arriving at
a logical conclusion from a body of evidence. Inference usually refers to the process of developing a conclusion
on the basis of some phenomenon that is not experienced or observed directly by the person drawing the
inference.
Evaluation is a thoughtful process. We use it to help us understand things. Evaluation has been defined
in a variety of ways, all of which have at their core the idea of comparison. When we evaluate, we make
comparisons between things, note the differences, summarize our findings, and draw conclusion about results.
(Deno, Winkin, Yavorsky, 1977).
Evaluation is the judgment we make about the assessments of student learning based on established
criteria. It involves a process of integrating assessment information from various sources and using this
information to make inferences and judgments about how well students have achieved curriculum expectations.
Evaluation involves placing a value on and determining the worth of student assessment. Evaluations are usually
made so that progress can be communicated to students and parents. (www.cals_ncsu.edu)

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Evaluation provides information-

a. directly to the learner for guidance
b. directly to the teacher for orientation of the next instruction activities.
c. directly to external agencies for their assessment of schools functioning in the light of national purpose.
What is Curriculum Evaluation?
Curriculum evaluation is the process of obtaining information for judging the worth of an educational
program, product, procedure, educational objectives or the potential utility of alternative approaches designed to
attain specified objectives (Glass and Worthem, 1997)
Curriculum evaluation focuses on determining whether the curriculum as recorded in the master plan
has been carried out in the classroom. In evaluating a curriculum, the following key questions are usually asked:
1. Are the objectives being addressed?
2. Are the contents presented in the recommended sequence?
3. Are students being involved in the suggested instructional experiences?
4. Are students reacting to the contents?
Formative and Summative Evaluation
Summative evaluation is evaluation that takes place at the end of a unit or section of instruction.
Summative and formative evaluation can be contracted like this: summative evaluation takes place at the end of
a lesson or project and tells the evaluator what has happened. Formative evaluation takes place during the
lesson or project and tells the evaluator what is happening. Summative evaluation “sums up” the learning. It is
after-the-fact, like end-of-the-year testing. Formative evaluation is ongoing and yields information that can be
used to modify the program prior to termination. (Howell & Nolet, 2000)

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Self-Evaluation: Reflect and answer the following:
1. What is your concept about criteria and criteria for curriculum

assessment?
2. What do you mean by your concept on criteria?
3. Were there some areas you have examined to get your ideas? How did
you conceptualize?
4. Is there another way to think about the criteria for curriculum
assessment?
5. How are your concepts different from others?
Review of Concepts:
 Criteria- A standard, rule, or test on which a judgment or decision can be based.
 Writing effective goals and objectives should also use the following general criteria.
1. Are the objectives syntactically correct? – syntactic correctness
2. Do the objectives comply with the legal requirements of the course of subjects? –Compliance with legal
requirements
3. Do the objectives pass the stranger test? – The “Stranger Test”
4. Do the objectives address both knowledge and behavior? – Both knowledge and behavior are addressed
5. Do they pass the “so-what” test? – The “So-What” Test
6. Are the objectives aligned? – Individualization
7. Do they make common sense? – Common Sense
 What are the Characteristics if a Good Curriculum?
1. The curriculum is continuously evolving.
2. The curriculum is based on the needs of the people.
3. The curriculum is a democratically conceived.
4. The curriculum is the result of a long-term effort.
5. The curriculum is a complex of details.
6. The curriculum provides for the logical sequence of subject matter.
7. The curriculum complements and cooperates with other programs of the community.
8. The curriculum has educational quality.
9. The curriculum has administrative flexibility.
 What are Marks of a Good Curriculum?
1. A good curriculum is systematically planned and evaluated.
2. A good curriculum reflects adequately the aims of the school
3. A good curriculum maintains balance among all aims of the school.
4. A good curriculum promotes continuity of experience.
5. A good curriculum arranges learning opportunities flexibly for adaptation to particular situations and
individuals.
6. A good curriculum utilizes the most effective learning experiences and resources available.
7. A good curriculum makes maximum provision for the development of each learner.
 Evaluation- is the judgment we make about the assessments of student learning based on established criteria
Post-Test: Answer the following questions: ( Criteria for rating: Content – 7, Organization of idea- 3 ) Use other
sheet .

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1. What are the criteria for writing effective goals and objectives? Give the guidelines for each criterion. Cite
examples.
2. Why are goals and objectives formulated?
3. What should be included when formulating goals and objectives?
4. When do you say goals and objectives are good?
5. What do you mean by instruction? What about curriculum criteria?
6. Explain the criteria used in selecting learning experiences and evaluating learning achievements?
7. How do you perceive a good curriculum? Do you think your curriculum is good? Why? Or Why not?
8. What parameters are used when evaluating a curriculum?
9. How do you define evaluation? Explain the views of the different authors. Are there similarities and
differences?
10. What is the difference between summative and formative evaluation? Cite examples for each.

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Topic: 4.3 Tools to Assess Curriculum

Time Frame: 5 hours
Introduction:
Assessment Tool: the instrument (form, test, rubric, etc.) that is used to collect data for each outcome.
The actual product that is handed out to students for the purpose of assessing whether they have achieved a
particular learning outcome(s).
 define assessment strategies and tools in assessing curriculum;
 enumerate and discuss the different assessment strategies.
Pre- Test: Discuss briefly ( Criteria for rating: Content – 7, Organization of idea- 3 )
What are the different assessment tools you know? When are you going to use it?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
____
Tools to Assess Curriculum
Finding out what students know and can do requires multiple sources of information
and differing types of assessment. The key is the match the learning and the assessment tool.
The selection of a strategy is determined both by what is to be assessed and the reasons or
purposes for the assessment. The phase of the learning process at which the teacher and the
students are working affects the selection of the assessment strategy and the tools used as one
tool maybe unsuitable for different purposes..
What are Assessment Strategies?
Assessment strategies are the structures through which student knowledge and skills are assessed.
These are:
1. Pencil-and-paper-strategy. Examples: essay, quiz/test/exam, select response
2. Performance based strategy. Examples: performance task, exhibition &demonstration
3. Observational. Example: observations (noted)
4. Personal communication. Examples: conference and interview
5. Oral. Examples: question and answers, classroom presentation
6. Reflective. Examples: self-assessment, response journal
7. Combination of strategies. Example: portfolio
(Source: Teacher Companions Curriculum Unit Planner April 16, 2001.)
PAPER-AND-PENCIL STRATEGY
THE ESSAY
A. Definition
The essay:
● is a writing sample used to assess student understanding and/or how well students can analyze and
synthesize information;

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● is a pencil-and-paper assessment where a student constructs a response to a question, topic, or brief

statement;
● provides the student with opportunity to communicate his/her reasoning in a written response
B. Purpose
The essay is used to:
● assess the student’s ability to communicate ideas in writing;
● measure understanding and mastery of complex information.
C. Characteristics
The essay:
● measures a student’s ability (e.g., in making comparisons, applying principles to new situations, organizing
information, drawing inferences, being persuasive, integrating knowledge and applications, summarizing
information);
● assess knowledge, reasoning, organization and communication skills;
● directly measures the performance specified by the expectations;
● includes a scoring plan which specifies attributes for a quality answer (e.g. conciseness, factual knowledge,
connection between argument and supporting facts) and indicates the value associated with each of the
attributes;
● affords the student a chance to construct his/her own answers, demonstrating creativity and/or originality.
D. Teacher’s Role
The teacher:
● Uses professional judgment to develop the problem, question, or statement and the scoring of the final
product.
E. Considerations
The essay:
● is used to assess separately the student’s ability to communicate ideas, write proficiently and comprehend
context;
● is less time-consuming to construct compared to objective item-testing, but can require considerable time to
evaluate;
● is not an effective means of assessing a student’s entire domain of content knowledge, or assessing more
than one or two reasoning skills at any one time.
THE SELECT RESPONSE
A. Definition
The select response:
● Is a pencil-and-paper assessment in which the student is to identify the one correct answer;
● Is a commonly used procedure for gathering formal evidence about student learning, specifically in memory,
recall and comprehension.
B. Purpose
The select response is used to:
● test student learning of subject/content knowledge (facts, concepts, principles or generalizations,
procedure);
● assess prerequisite knowledge (e.g. when communicating in a second language, students can be assessed
on vocabulary prior to a conversation in that language.)
C. Characteristics
● can be administered to large numbers of students at the same time;

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● can be scored very quickly;

● is stated in clear, simple language.
D. Teacher’s Role
The teacher:
● identifies the format (e.g. multiple choice, true/false);
● selects the content to be covered;
● designs the questions.
A. Considerations
● is always influenced by the student’s ability to read and understand the items;
● can utilize computer and optical scanning technology to save time and effort with item development, item
storage and retrieval, test printing and optical scan scoring;
● can make it more difficult to determine how the student arrived at an answer with the true/false and multiple
choice.
THE PERFORMANCE-BASED STRATEGY
THE PERFORMANCE TASK
A. Definition
The performance task:
 is an assessment which requires students to demonstrate a skill or proficiency by asking them to create,
produce, or perform;
 may be an observation of a student or group of students performing a specific task to demonstrate skills and/or
knowledge through open-ended, “hands-on” activities.
B. Purpose
The performance task is used to:
 provide an efficient means of assessment where the skill cannot be demonstrated with a pencil-and-paper
test;
 enable learners to demonstrate abilities, skill, attitudes, and behaviors;
 provide information about a learner’s ability to organize, draw on prior knowledge and experience, improvise,
choose from a range of strategies, represent learning, and make decisions to complete a task;
 test skill in the affective, cognition, psychomotor, and perceptual domains.
C. Characteristics
 can be diagnostic, formative or summative assessment;
 uses ongoing feedback;
 allows most learners to participate successfully in varying degrees;
 provides opportunities for learners to work individually, as well as in small groups;
 focuses on the process as well as the product;
 provides contexts that have relevance to the students (may enhance motivation as student to work on “real”
tasks; tasks are meaningful, “real world” application);
 provides the most realistic assessment of job-related competencies;
 includes tasks such painting, speeches, musical presentations, research papers, investigations, athletic
performance, projects, exhibitions, and other products that require students to construct a unique response to a
task.
D. Teacher’s Role
The teacher:
 observes a student or group of students performing a specific task;

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 shares with the student the responsibilities of developing and organizing the performance task, and setting
assessment criteria;
 assigns level of proficiency based on the performance.
E. Considerations
 Provides an excellent way to assess reasoning skills
 Must have clearly defined criteria for the assessment
(source: Teacher Companions Curriculum Unit Planner April 16, 2001.)
THE EXHIBITION / DEMONSTRATION
A. Definition
The exhibition/demonstration:
 is a performance in which a student demonstrates individual achievement through application of specific
skills and knowledge;
 is used to assess progress in tasks that require students to be actively engaged in an activity (e.g.
performing an experiment)
A. Purpose
The exhibition/demonstration is used to:
 Allow students to show achievement of a skill or knowledge by requiring the student to demonstrate that skill
or knowledge in use.
B. Characteristic
The exhibition/demonstration:
 is either an actual situation are a simulation (emphasis in a simulation is upon mastery of the fundamentals
of the knowledge/skill);
 is often used in the Arts;
 is accompanied by a list of performance attributes as well as the assessment criteria, which should be
determined prior to the demonstration;
 is frequently organized in assessment stations where the stations are used to test a variety of skills (e.g.
basketball circuit-jump shot, dribble around pylons).
C. Teacher’s Role
The teacher:
 assesses how well a student performs practice, behavior or skill.
D. Considerations
The exhibition/demonstration;
 may be interdisciplinary;
 may require student initiative and creativity;
 may be a competition between individual students or groups;
 may be collaborative project that students works on over time;
 should be constructed and administered in a manner which is equivalent for all students (e.g., all candidates
in a music demonstration play the same piece on the same piano).
(source: teachers Companions Curriculum Unit Planner April 16, 2001.)
THE OBSERVATIONAL STRATEGY
B. Definition
Observation:
Is a process of systematically viewing and recording student behavior for the purpose of making programming
decision; permeates the entire teaching process by assisting the teacher in making the decisions required in
effective teaching
C. Purpose

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Observation:
 provides systematic, ongoing information about students in relation to areas of strengths and weaknesses,
preferred learning styles unique interest, learning needs, skills, attitudes, behavior, and performance related
expectations.
D. Characteristics
Observation:
● can be used every day to assess students of different ages, across subject areas, and in different settings
(alone, in partners, small group or whole class);
● is structured with a clear purpose and focus;
● includes a written record which should be as close to the time of the event as possible. The record should be
objective.
E. Teacher’s Role
The teacher:
● watches students respond to questions, study, complete assigned tasks;
● listens to students as they speak and discuss with others;
● observes nonverbal forms of communication (e.g. attentiveness to lessons, signs of frustration);
● outlines the purpose of the observation by using the following questions as guidelines:
Who will make the observations?
Who or what is observed?
Why will the observation take place?
When will the observation take place?
When will the observation occur?
How will the observation be recorded (notes, audio/videotapes)?
● observes the students in a variety of situations/settings;
● draws inferences on the basis of the observation gathered;
● observes the student’s performance, then records observations on recording devices (checklist, rating scale,
anecdotal record) which outline the framework and criteria for observations on recording devices (checklist,
rating scale, anecdotal records) which outline the framework and criteria for observation.
F. Considerations
Observations:
 are made using a checklist, a set of questions, and/or a journal as a guide to ensure focused, systematic
observation.
 are often the only assessment tool used for demonstration(e.g. Oral speaking, drawing, playing musical
instruments, applying motor skills in the physical; education program, using equipment in Design and
Technology);
 can be collected by audio tape or videotape (allows the teacher more detailed assessment of the
performance after the fact);
 can limit student’s ability to act naturally if audio tape or videotape is used;
 can be influenced by bias in the interpretation of an observation;
 can be considered subjective, where the meaning of the observation is derived only by the professional
judgment of what is observed;
 should not interfere with the natural learning environment.
(source: teachers Companions Curriculum Unit Planner April 16, 2001.)
PESONAL COMMUNICATION STRATEGY
THE CONFERENCE
A. Definition
The conference:

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 is a formal or informal meeting between/among the teacher

 has a clear focus on learning for discussion.
B. Purpose
The conference is used to:
 exchange information or share ideas between among the individuals at the conference;
 explore the students thinking and to suggest next steps;
 assess the students level of understanding of a particular concept or procedure;
 enable a student to move ahead more successfully on a particular piece of work;
 review, clarify, and extend what the student has already completed;
 help students internalize criteria for good work.
C. Characteristic
The conference:
 provides a clear focus for discussion (i.e., a specific piece of work);
 requires that responsibility for the success of the conference is shared by all participant;
 may take place as the learner is exploring a new concept or topic, or be a goal-setting session or a report on
progress;
 is brief, informal and occurs routinely;
 can be effective for both diagnose and formative assessment.
D. Teacher’s Role
The teacher:
 comes to the conference prepared with specific questions to be answered;
 gives individual feedback and clarifies misconceptions;
 puts student at ease, and support student progress. In the case of a writing conference, for example, a mini-
lesson may be given by the teacher;
 focuses o the process of reasoning followed by the student;
 records information (conference record) during or immediately following the communication.
E. Considerations
The conference:
 can part of collaborative planning and decision-making;
 is assisted by prepared question;
 can be an extremely useful formative assessment strategy for students involved in major projects or studies.
(source: Teachers Companions Curriculum Unit Planner April 16, 2001.)
THE INTERVIEW
A. Definition
The interview:
 is a form of conversation in which all parties ( teacher, student and parent) increase their knowledge and
understanding.
B. Purpose
The interview is used to:
 focus on inquiry where the purpose of the meeting is based on investigation;
 explore the student’s thinking;
 assess the student’s level of understanding of a particular concept or procedure;
 gather information, obtain clarification, determine positions and probe for motivation;
 help determined student’s understanding of qualities of good work.
C. Characteristic
The interview:
 tends to be a meeting which involves inquiry;

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 can be adapted to probe any problem or any consideration;

 occurs routinely;
 is usually guided by planned questions.
D. Teacher’s Role
The teacher:
 is responsible for the initial question that guide the conversation, as well as the flow and movement of the
exchange;
 generates information during the interview which may lead to decisions, agreements, solutions;
 allows student to take the lead in the interview when appropriate.
E. Considerations
The interview:
 Needs time built in for conversations especially when the purpose is an honest and exchange.
(Source: teachers Companions Curriculum Unit Planner April 16, 2001.)
ORAL STRATEGY
THE QUESTIONS & ANSWERS
A. Definition
Questions:
● are posed by the teacher to determine if students understand what is being/has been presented or to extend
thinking, generate ideas or problem-solve.
Answers:
● provide opportunities for oral assessment when the students respond to a question by speaking rather than
by writing.
B. Purpose
Questions and answers are used to:
● provide a mechanism which monitors a student’s understanding while assessing student progress (what
they know and can do);
● gather information about a student’s learning needs.
C. Characteristics
Questions and answers:
● help teachers and students clarify their purpose for learning and link previous information with new
understandings.
D. Teacher’s Role
The teacher:
● notes how students answer questions during instruction to know if the students understand what is being
presented or are able to perform skills;
● should ensure that all students participate, not just those individuals who typically respond with answers.
E. Considerations
Questions and answers:
● can help to ensure that all students are involved if tracking is done to ensure that all students
participate;
● is used with consideration that some individuals are not comfortable or fluent expressing themselves
orally.
THE CLASSROOM PRESENTATION
A. Definition
The classroom presentation:
● is an assessment which requires students to verbalize their knowledge, select and present samples of
finished work and organize thoughts, in order to present a summary of learning about a topic.
B. Purpose

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The classroom presentation is used to:

● provide summative assessment upon completion of a project or an essay;
● assess students when it is inappropriate or difficult to test a student’s understanding or knowledge with
pencil-and-paper test.
C. Characteristics
● can provide students with an opportunity to use concrete materials to express their ideas and talents;
● may be a teaching tool if the presentation is designed to further the learning of the audience.
D. Teacher’s Role
The teacher:
● with the students or alone, sets the criteria for the assessment of the assessment of the presentation
(i.e., rubric);
● monitors student progress at selected stages during student preparation;
● provides oral or written feedback after the presentation.
E. Considerations
● is a natural form of assessment for speeches, debates and subjects such as the study of languages;
● holds the potential to increase peer comparisons which may be harmful to some students because of
the oral and visual aspects of presentations;
● is a critical skill to be taught, practiced, assessed and evaluated.
THE REFLECTIVE STRATEGY
SELF-ASSESSMENT
A. Definition
Self-assessment
● is the process of gathering information and reflecting on one’s own learning;
● is the student’s own assessment of personal progress in knowledge, skills, processes, or attitudes;
● leads a student to a greater awareness and understanding of himself or herself as a learner.
B. Purpose
Self-assessment is used to:
● assist students to take more responsibility and ownership of their learning;
● provide insights and information that enable students to make decisions about their learning and to set
personal learning goals;
● use assessment as a means of learning;
● focus on both the process and products of learning;
● help students critique their own work;
● help students internalize the characteristics/criteria of quality student work.
C. Characteristics
Self-assessment:
● promotes the development of metacognitive ability (the ability to reflect critically on one’s own
reasoning);
● may involve an introspective observation, a product assessment or a test;
● may include attitude surveys, interest inventories, and personal journals;
● involves questions such as “How do I learn best?”, “What are my areas for growth?”, “Where do I need to
improve?”
● is used to determine if a student’s beliefs about his/her performance observed by the teacher.
D. Teacher’s Role
The teacher:

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● guides students by helping students understand how to reflect on learning;

● provides time and opportunities for self-assessment;
● designs the questions or selects the self-assessment tool;
● can use student self-assessment to determine change or growth in the student’s attitudes,
understandings, and achievement;
● completes the assessment based on personal reflection about achievement or performance.
E. Considerations
Self-assessment:
● is used to compare whether the student and the teacher have similar views of expected performance
and criteria for evaluation;
● develops gradually as students begin to use the process in daily activities;
● can help students to witness personal growth through comparison with their own previous work,
regardless of ability.
(Source: Teacher Companions Curriculum Unit Planner April 16, 2001 Assessment Companion:
Assessment Strategies)
THE RESPONSE JOURNAL
A. Definition
The responses journal:
● provides frequent written reflective responses to a material that a student is reading, viewing, listening
to, or discussing.
B. Purpose
The response journal:
● records personal reflections, observations, and interpretations.
C. Characteristics
● allows time for students to formulate well-considered responses;
● includes both factual information and the student’s personal reflections;
● is provided within a climate which is non-threatening and open, and which encourages risk-taking;
● can provide the focus for a student-teacher conference;
● is a vehicle for communication with teachers, peers, parents;
● can include visual representations (e.g., artwork, sketches);
● can be used in all subject areas.
D. Teacher’s Role
The teacher:
● writes comments in the spirit of a dialogue (by asking questions and sharing thoughts).
E. Considerations
● focuses on the process of reflective thinking;
● includes depth of thought and connection with understandings and experience as appropriate criteria for
assessment;
● respects the personal nature of a journal and the learner’s desire for privacy;
● does not emphasize the formal aspects of writing style or correctness.
COMBINATION OF STRATEGIES
THE PORTFOLIO
A. Definition
The Portfolio

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● is a purposeful collection of samples of a student’s work that is selective, reflective, and collaborative;
● demonstrates the range and depth of a student’s achievement, knowledge, and skills over time and
across a variety of contexts;
● has student involvement in selection of portfolio materials as part of the process;
● is a visual presentation of a student’s accomplishments, capabilities, strengths, weaknesses, and
progress over a specified time.
B. Purpose
The portfolio is used to:
● document typical student work and progress;
● provide a comprehensive view of the student’s progress, efforts achievement;
● reflect growth and progress but may serve different purposes during the year;
● provide a focus for student reflection on their own learning;
● build a student’s sense of responsibility for his/her own learning;
● build a student’s confidence in her/his abilities as a learner;
● promote an ongoing process where students demonstrate, assess and revise in order to improve and
produce quality work.
C. Characteristics
The Portfolio:
● tracks student progress on a variety of assessments over a period of time;
● promotes the skills of student self-assessment and goal setting;
● has a stated purpose and intended audience which are important to the entire process;
● may include entries that the student and teacher consider as important representations of learning;
● can provide a focus for a conference or an interview involving the student, the teacher and parents;
● provides the opportunity for students to practice, assess, and select their own work.
D. Teacher’s Role
The teacher:
● makes regular formative assessments during the portfolio process to determine individual needs and
progress toward specified learning expectations in order to help the students to improve.
● provides regular feedback to students regarding their performance related to pre-stated criteria in order
to help the students to improve.
● determine or negotiates with the purpose for the portfolios, the criteria for selections (e.g., number of
items, categories) and the time frame for use;
● reads the reflections and comments on the student’s assessment of personal learning.
E. Considerations
The Portfolio:
● is developed collaboratively by teachers and students, including shared development of the purpose of
the portfolio and criteria for selecting samples for inclusion;
● requires standardization regarding what is included if the portfolio id used for evaluative purposes;
RECORDING DEVICES / TOOLS
Recording devices provide various means of organizing the recordings of information about student
achievement. Teachers can choose or develop recording devices which suit the teacher’s style, the students and
the activity or learning being assessed. These are:
1. anecdotal record
2. checklist
3. rating scale
4. rubric
5. learning log

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THE ANECDOTAL RECORD

A. Definition
The anecdotal record:
● is a short narrative describing both a behavior and the context in which the behavior occurred;
● should objectively report specific and observed behaviors;
● describes student performance in detail and in writing.
B. Purpose
The anecdotal record is used to:
● provide an ongoing record of written observations of student progress;
● to record objectively, significant observations that are not part of a formal assessment which might
otherwise be forgotten or remembered incorrectly;
● record observations of unanticipated performances, behaviors, incidents, or events.
C. Characteristics
● provides rich portraits of an individual student’s achievements;
● records observations which have special significance and cannot be obtained from other classroom
assessment strategies;
● may appear unstructured since this tool is used to record spontaneous, unexpected demonstration
and/or behaviors, statements;
● records information on a form which specifies the learner, the date of observation, and a factual
description of the event or behavior;
● shows information collected over time and carefully analyzed in order to make accurate judgments
about student achievements;
● provides a mechanism to recognize patterns of student growth over time;
● is often used to document a student’s behavior for later reference.
D. Teacher’s Role
The teacher:
● determines which observations are to be considered significant and important;
● pre-plans the general format of the form with labels (e.g., name of student, date, time, setting, description);
● states in clear, concise language exactly what is observed;
● should record information while the event or behavior is fresh in the teacher’s mind;
● records incidents with a purpose (e.g.,in terms of instructional decisions, progress related to a specific student goal);
● establishes a systematic procedure for collecting records on all students, ensuring that no individual is overlooked.
E. Considerations
● is time-consuming to read, write, and interpret;
● is often used in conjunction with other assessment strategies;
● records interpretations or recommendations separately from the description of the student’s
performance;
THE CHECKLIST
A. Definition
The checklist:
● is a list of actions or descriptions that a rater (teacher) checks off as the particular behavior or expectation is observed;
● is a written list of performance criteria which is used to assess student performance through observation, or may be
used to assess written work;
● is a list of skills, concepts, behaviors, processes, and/or attitudes that might, or should, occur in a given situation.
B. Purpose
The checklist is used to:

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● record whether a specific skill or behavior was “evident” or “not evident”.

● record the presence or absence of specific behaviors in given situations.
● record a performance that can and should be shown to students to help them see where improvement is needed.
C. Characteristics
The checklist:
● is used when the process or product can be broken into components that are judged to be present or
absent; adequate or inadequate;
● provides a list of key attributes of good performance that are checked as either present or absent;
● is quick and useful with large number of criteria;
● can be used in a variety of settings to establish the presence or absence of a series of conditions;
● enables the teacher to record whether a specific skill or behavior was “evident” or “not evident”, or more
specifically, whether the behavior was observed or not at the time the checklist was used;
● includes specific concepts, skills, processes, and/or attitudes which are to be assessed;
● is diagnostic, reusable and capable of charting student progress;
● is an efficient way to obtain information about a student’s improvement over time by using the same
checklist more than once;
● is useful in diagnosing an individual student’s strengths and weaknesses;
● consists of a list of statements which are expected to be exhibited;
● usually uses a check mark, or other indicator which is placed in the appropriate space on the checklist
form to indicate that it has occurred;
● is useful for students in self and peer assessment.
D. Teacher’s Role
The teacher:
● observes, judges, and determines if a student’s performance meets the criteria outlined on the checklist;
● records the occurrence of the skill, behavior, concept, process, and/or attitude on the checklist;
● does not evaluate the quality of the work or contribution but indicates that it occurs or was completed;
● should make a sufficient number of observations about a student before an evaluative judgment is
applied.
THE RATING SCALE
A. Definition
The rating scale:
● is a simple tool for assessing performance on a several-point scale ranging from low to high. It may have as
few as 3 points, or as many as 10 points;
● assesses the extent to which specific facts, skills, attitudes, and/or behaviors are observed an a student’s
work or performance;
● is based on a set of criteria which allows the teacher ti judge performance, product, attitude, and/or behavior
along the continuum.
● is used to judge the quality of performance.
B. Purpose
The rating scale is used to:
● provide detailed diagnostic information on a student’s performance, product, attitude, behavior in
reference to pre-stated criteria;
● record the frequency or even the degree to which a student exhibits a characteristics;
● record the range of student achievement in relation to specific behaviors;
● describe performance along the continuum.
C. Characteristics
The rating scale:
● provides a scale or range of responses for each item that the teacher is assessing.

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● can be analytic or holistic. Analytic rating scales describe a product or performance on multiple
dimensions (e.g., in a writing task the dimensions or criteria that might be rated are organization, mechanics, and
creativity). Holistic ratings consider all the scoring criteria simultaneously, rather than assigning separate scores.
D. Teacher’s Role
The teacher:
● uses a scale to describe the student;
● makes decisions about the student’s work on the basis of descriptions, categories, or topic and assigns
a numerical or qualitative description.
E. Considerations
The rating scale:
● uses statements to rank, describe or identify criteria;
● uses carefully chosen words to describe the meaning of various points on the scale so that they have
the same meaning to different raters (teacher, student, peer).
● is used best as a single rating scale and applied across all performance criteria. Using many different
scales requires the teacher to change focus frequently, distracting attention from the performance and
decreasing rating accuracy. (Source: Teacher Companions Curriculum Unit Planner April 16, 2001.)
THE RUBRIC
A. Definition
The rubric:
● is a series of statements describing a range of levels of achievement of a process, product or a
performance;
● contains brief, written descriptions of the different levels of student performance;
● defines desired expectations with specific performances outlined for each level;
● is a descriptive rating scale which requires the rater to choose among the different levels;
● uses criteria and associated descriptions to assess the actual performance.
B. Purpose
The rubric is used to:
● summarize both student performance and product against pre-stated criteria;
● make scoring of student performance more precise than using a list of items;
● provide a clear description of what “quality” work looks like.
C. Characteristics
The rubric:
● consists of several descriptions, each for a different level of quality;
● addresses several qualities (criteria) simultaneously within the same scale and at different levels;
● uses the same set of variables to judge at each level of rating;
● uses specific descriptions of each of the variables for each point along the continuum;
● communicates to students, teachers and parents what is expected in terms of “quality” work;
● provides a summative representation of a student’s performance;
● is used effectively in conjunction with exemplars which are concrete examples of student work at
various levels.
D. Teacher’s Role
The teacher:
● selects which of the descriptions comes closest to the student’s performance.
E. Considerations
The rubric:
● can be used in conjunction with self-assessment and peer review;
● involves student in the process of identifying important performance criteria which gives him/her
ownership of the criteria and provide concrete examples of good and poor performance or products;
● can be designed for a specific skill such a problem-solving.

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THE LEARNING LOG
A. Definition
The learning log:
● is an ongoing record by the student of what he/she does while working on a particular task or assignment
● makes visible what a student is thinking and/or doing through frequent recordings over time.
B. Purpose
The learning log is used to:
● show student progress and growth over time;
● provide the student with the opportunities to gather and interpret information, to ask questions, and to make
connections.
C. Characteristics
The learning log:
● is a useful tool if students are working on a project which stretches over several days or even weeks;
● can provide a helpful focus for discussion during a conference where progress is assessed;
● provides unlimited opportunities for individualized reading and writing on a consistent basis.
D. Teacher’s Role
The teacher:
● provides the guidelines for the maintenance of the learning log;
● provides regular feedback to the students.
E. Considerations
The learning log:
● may present a challenge for some students who have a difficult time expressing their thoughts in writing;
● provides students with opportunities for reflection about their progress toward a stated goal.
Another Source Cites Valuable Assessment Activities:
NON-TEST MONITORING AND ASSESSMENT
Many of the following suggestions are similar to the suggested teaching strategies. Those who advocate
increased use of non-test monitoring and assessment argue that instruction and assessment at their best are intertwined.
Good instruction involves observing and analyzing student performance and the most valuable assessment activities should
be learning experiences as well.
1. Oral and written reports – Students research a topic and then present either orally or in written form.
2. Teacher observation – The teacher observes students while they work to make certain the student understand the
assignment and are on task. Example: Cooperative Learning
3. Journal – Students write daily on assigned or personal topics. Example: What is the thing you remember about
yesterday’s lesson.
4. Portfolio of student’s work – Teacher collects samples of student’s work and saves for determined amount of time.
Example: Dated sample of student’s writing, test, etc.
5. Slates or hand signals – Students use slates or hand signals as a means of signaling answers to the teacher. Example:
Review questions – write answers and hold up slate.
6. Games – Teachers utilize fun activities to have the students practice and review concepts. Example: Science trivia.
7. Projects – The students research on a topic and present it in a creative way.
8. Debates – The students take opposing position on a topic and depend their position.
9. Checklist – The teacher will make a list of objectives that students need to master and then check off the skill as the
student masters it.
10. Cartooning – Students will use drawings to depict situation and ideas. Example: Environmental issues
11. Models – The students produce a miniature replica of a given topic. Example: Molecules.
12. Notes – Students write a summary of a lesson.
13. Daily assignments – The students complete work assigned on a daily basis to be completed at the school or home.
Example: Worksheets issues
14. Anecdotal record – The teacher’s record of student’s behavior. Example: A daily log of a student’s success.
15. Panel – A group of students verbally preset information. Example: A discussion presenting both the pros and cons of
the environmental issues.

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16. Learning centers – Students use teacher provided activity folder on frog dissection.
17. Demonstration – Students present a visual enactment of a particular skill or activity. Examples: Proving that air has a
weight.
18. Problem-solving – Student follow a step-by-step solution of a problem.
19. Discussions – Students in a group verbally interact on a given topic. Example: Environmental Issues.
20. Organized note sheets and study guides – Students collect information to help pass a test. Example: one 3x5 note card
with information to be used during a test.
(Source: From A Guide to Curriculum Development in Social Studies. (1986). Des Moines: Department of Education.
Self-Evaluation: Reflect and Answer the following questions:
1. What is your definition and description of assessment strategies and tools in assessing curriculum?
2. What do you mean by your own definition and description?
3. How did you arrive at your definitions and description?
4. What does your description imply in terms of your beliefs and values?
5. How do your definitions and description differ from the rest of the group?
6. How else can you describe the different assessment strategies and tools?
Review of Concepts:
 ASSESSMENT STRATEGIES
1. Pencil-and-paper-strategy
Examples: essay, quiz/test/exam, select response
2. Performance based strategy
Examples: performance task, exhibition &demonstration
3. Observational
Example: observations (noted)
4. Personal communication
Examples: conference and interview
5. Oral
Examples: question and answers, classroom presentation
6. Reflective
Examples: self-assessment, response journal
7. Combination of strategies
Example: portfolio
Post-Test: Discuss the following: ( Criteria: Content-7, Organization of ideas-3)

Use other sheet in writing your answer.
1. What assessment strategies and tools are used to assess learning outcomes?
2. Give examples and describe each?
3. Why are these strategies and tools used in assessing the curriculum?
4. When do teachers use these strategies and tools for assessment?
5. How appropriate are these strategies?
6. How should results of these assessment strategies be recorded

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Topic 4.4: Linking Curriculum, Instruction and Assessment (CIA): Making a Fit
Time Frame: 3 hours
Introduction:
In this lesson, curriculum defines as set of learning outcome or task, it is important that the curriculum
content and objectives should match with the instruction from where the learning experiences are provided.
Curriculum and assessment curriculum is related to determine what assessment should be done and how to do
it.
 explain the connection of curriculum and instruction;
 explain the connection of curriculum and assessment;
 explain the connection of instruction and assessment.

Pre-Test: Discuss the following briefly:
1. Does a good plan would result to a good instruction?
_________________________________________________________________________________________
_________________________________________________________________________________________
________________________________
2. Does a good instruction results to a good evaluation?
_________________________________________________________________________________________
_________________________________________________________________________________________
________________________________
Linking Curriculum, Instruction and Assessment (CIA): Making a Fit
Curriculum and Instruction

A curriculum according to Howell and Evans (1995) and Sands, et al (1995) is a
structured set of learning outcomes or tasks that educators usually call goals and objectives.
Students are expected to learn the information specified in the curriculum so that they will
have the skills needed to prepare students to succeed in society. Curriculum is the “what” of
teaching.
Further, Howell and Evans (1995) says that knowledge of the curriculum is for
successful assessment, evaluation, decision making and teaching. Without a curriculum
component, there is no need of the teacher-directed instruction and therefore no lesson.
Deciding which curriculum task should be taught and which instructional approach to use
best, requires the use of evaluative procedure.
Curriculum here is understood as the content. Curriculum developers need to bring to the content
selection the criteria of significance, validity, interest, learnability and feasibility.

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Significance brings the content to the degree to which it contributes the basic ideas, concepts, principles and
generalizations and to the development of particular learning abilities, skills, processes and attitudes.
Validity refers to the degree of authenticity of the content selected and to the congruence of the content in the
light of the objective selected.
Interest is the degree to which the content either caters or fosters particular interests in the students.
Learnability is the appropriateness of the content in the light of the particular students who are to experience the
curriculum.
Feasibility refers to the question, “Can the selected content be taught in the time allowed, considering the
resources, staff and particular community?
The above criteria should be used for the selection of appropriate general curricular objectives and content.
The other aspect of curriculum described here are the objectives. The objectives provide cue to what content
should be included. Curriculum objectives guide the learning outcomes to be achieved as well as the activities to
accomplish these objectives. Each objective provides a condition, a performance and an extent of performance.
Of course, objectives should meet the criteria of SMART specific, measurable, attainable, result-oriented and
time-bound.
Both the objectives and the contents are inputs to what is defined as the curriculum. The plan is the intention but
it will not have impact if is not placed into motion.
On the other hand, instruction is the actual engagement of learners of the planned learning activities. It is the
implementation of the curriculum plan. It should be emphasized that curriculum and instruction interlock with
each other, thus without a curriculum plan, there could be no effective instruction and without instruction,
curriculum has very little meaning.
Meaningful instruction can be achieved through the different learning experiences provided. The good selection
of these experiences will strengthen instruction. Here are some criteria to be used in instruction which will ensure
that instruction addresses the curriculum.
Does instruction provide learning experiences that:

1. Bring about optimum benefit to the learners?
2. Approximate real life situations?
3. Encourage the learners to inquire further?
4. Heighten learner’s interest and motivation?
5. Involve the use of different senses?
6. Approximate real life situations/
7. Provide opportunities for broad and deep study?
8. Provide mastery of total learning?
Thus it is important that the curriculum content and objectives should match with the instruction from where
learning experiences are provided.
Curriculum and Assessment
Like instruction, curriculum is also related to assessment. In fact, it is curriculum as explained above
that determines what assessment should be done, and how to do it.
What to accomplish is established by the curriculum. How to determine if the curriculum has been
achieved is determined by assessment.
Assessment is the process of collecting information which describes student achievement in relation to
curriculum expectations. There are four levels of achievement based on curriculum expectations. These levels
can be used to judge the quality of students work.

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Level 4 – Student has demonstrated all the required knowledge and skills and achievement has
exceeded the standard set.
Level 3 – Student has demonstrated most of the required knowledge and skills and achievement
Level 2 – Student has demonstrated some of the required knowledge and skills and achievement
Level 1 – Student has demonstrated few of the required knowledge and skills and achievement
Falls below the standard set. To ensure that assessment is aligned with the curriculum, the teacher needs to ask
the following key question:
For diagnostic assessment
1. What do I expect my students to learn?
2. What is the best way for my students to demonstrate their achievement?
3. How will I provide an on-going feedback to help them improve learning?
4. What are other ways of facilitating learning so that learners will succeed?
For formative assessment
1. How will I monitor learners’ progress?
2. What does the feedback tell about the curriculum.
3. Is there a need to modify the objectives?
4. Are the intended contents too high or too low for the learners?
5. Is the curriculum addressing the learners’ needs?
For summative assessment
1. Are the objectives set in the curriculum accomplished?
2. What is the level of performance in the various tasks?
3. Are there gaps between the set objectives and the performance?
4. Are the outcomes truly the result of the curriculum?
5. Have the learners’ acquired the intended knowledge, skills and attitudes planned in the curriculum?
When all the items are answered positively, then there exists a match between curriculum and assessment.
Instructional and Assessment
Instruction refers to the various ways of teaching, teaching style styles, approaches, techniques, and steps
in delivering the curriculum. It is a complex activity that requires teachers to use a variety of action to accomplish
a variety of functions.
As discussed previously, instruction is a means of delivering the curriculum. it puts into action the plan set
at the beginning. How well instruction will be done will depend on several factors. These factors may include the
following:
1. Learners – the center and the one who receives instruction. The learners will be the one to put action on the
objectives and learn the content. All factors in instruction will be greatly influenced by the learners. Learners are
the object of instruction.
2. Teacher – he/she guides the implementation of the plan. Often times referred to as instructors because they
give instruction. The teacher is a very important factor because, the skill, abilities, professional and personal
qualities of the teachers greatly affect instruction.
3. Learning environment – this is where learning occurs. The learning environment provides the situation or the
conditions for teaching and learning to occur. It embraces the entire physical and psychological environment
where teaching and learning happens. It includes the physical environment classrooms, material, temperature,
lighting, resources. It also includes human environment like the teachers, learners, school officials, community
people and other resources persons. The learning environment includes all the support material for teaching and
learning.

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MODULE TECHNOLOGY
4. Subject matter – this is the content of instruction. This includes the ideas, concepts, principles and theories in
the different disciplines that are taken up as a means to accomplish the objectives. This is the what of teaching
and learning. Subject matter should be mastered by the teacher who teaches and the learners who learn.
5. Method of teaching and learning – this is the heart of instruction. How well the teachers teach and how far the
students learn is determined by the methods, strategies, styles and approaches to teaching.
6. Measurement – this refers to assessment. As stated in the beginning, objectives are measurable; hence, at
the end of the teaching-learning process, the intended objectives should be measured in terms of the learning
outcomes. Measurement also refers assessment.
As we can very well see, instruction and assessment are two built-in components of instruction itself. However,
these two can be taken separately and their relationships analyzed.
Instruction and assessment should be intertwined to provide a system that supports and encourages student’
progress. Assessment will provide the teacher or curriculum maker the value of their work. It will also tell the
general public the quality or kind of product that resulted from a prerequisite process, which is instruction.
Assessment gives the quantitative measure of the instruction.
The interaction among curriculum, instruction and assessment can be seen in a diagram show below.
Figure 5 – Interaction of Curriculum, Instruction and Assessment (CIA)
The interaction of the three elements shows how each affects one another. Good
plan will be implemented through good instruction. This will result to good outcomes. Beginning with a strong
curriculum and professional development program, the school can use continued school improvement process to
assess needs, set targets, design strategies and evaluate success of the curriculum content area of the program.

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Self-Evaluation:
Let us find out, if you have understood the concepts of this lesson. All situations refer to the concepts of
curriculum, instruction and assessment.
Answer YES or NO before each number.
1. At the beginning of the lesson, the teacher set an objective to identify the different animals in the garden. On
the day, the lesson was taught, the teacher brought all the children to the school garden to observe and list down
all the animals that they saw. In this situation, did the objective fit the activity?
2. At the end of the year, an achievement test was given. It covered all the knowledge, content, and skills in the
list of the competencies for the particular grade level. Did the assessment fit the objectives?
3. The curriculum provided most activities that require outdoors or fieldwork. When the achievement test was
given, a practical test was given. Did the assessment method match with activities or instruction?
4. The teacher wanted to accomplish a learning objective that would enable the students to write a simple letter
or excuse. After the lesson, each student was made to submit a letter or excuse and a rubric was uses to rate
each. Was the assessment appropriate for the objective?
5. I taught a lesson on the advantages of using organic fertilizer on the plants. When I gave the test, the item
asks were all about inorganic fertilizers. Was there a fit between the content and the assessment?
Post-Test: Discuss the following: ( Criteria: Content-7, Organization of ideas-3)
1. What do you think would be the consequence if:

a. Curriculum does not relate to Instruction?
b. Instruction does not relate to Assessment?
c. Assessment does not relate to Curriculum?
2. In your experience as a learner, does your curriculum provide these connections or matching? What is the
implication of this lesson to your becoming a teacher?

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MODULE TECHNOLOGY
Title: 5.0 CURRICULUM DEVELOPMENT REFORMS AND ENHANCEMENT

Topic: 5.1 Curriculum Reforms
Time Frame: 3 hours
Introduction:
This topic brings you to some curricular developments, reform and enhancement. As Philippines
education braces itself with the ASEAN and the rest of the world, there is a need to embark on enhancement and
reforms in the curriculum. As a curriculum knower, designer, implementer, and evaluator, substantial knowledge
of some of these reforms is necessary.
 gain comprehensive understanding of the K to 12 Basic Education Curriculum reforms

 discuss the different reforms in Philippines education.
Pre-Test : Discuss . ( Criteria for rating: Content – 7, Organization of idea-
3 ) Use extra sheet to write your answer.
.
What is your understanding of the K to 12 Basic Education Curriculum program?
The Enhanced Basic Education Act of 2013 (K to 12)
Curriculum designers need to enhance the recommended curriculum and

propose circular innovations to respond to the changing landscape in education
regionally and globally. Are you aware of
some curricular reforms in the Philippines
and other countries? Inside the globe are
circular innovations. (Refer to the Globe on
Wordpress.com
page 137). Are they familiar to you?
Republic Act 10533, otherwise known as the Figure

Enhanced Basic Education Act of 2013, is the latest
1WordPress.com
educational reform in the Philippine Education signed into law by President Benigno Aquino III last May 15, 2013,
It is an act enhancing the Philippine basic Education system by strengthening its curriculum and increasing the
number of years for basic education appropriating funds therefore and for other purpose. The Enhanced Basic
Education Act of 2013 popularly known as K to 12 includes one (1) year of kindergarten education, six (6) years
of elementary education, and six (6) years of secondary education. This six-year secondary education includes

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MODULE TECHNOLOGY
four (4) years of junior high school and two (2) years of senior high school. With K to 12, the existing 10 years of
basic education in increased to 12 years with Kindergarten education as a prerequisite to entry in Grade 1.
Why K to 12?
K to 12 makes the Philippine education system at par with the international standard of 12-year basic
education thereby contributing to a better educated society capable of pursuing productive employment,
entrepreneurship, or higher education studies. After going through kindergarten, elementary, junior high and a
specialized senior high school program, every K to 12 graduate is ready to go into different paths-higher
education , middle level skills development, employment, or entrepreneurship . The K to 12 graduates are also
expected to be equipped with 21st century skills like information, media and technology skills, learning and
innovation skills, effective communication skills, and life and career skills.
When K to 12 was launched in 2012, many Filipinos were apprehensive because of the addition of two
(2) more years in secondary schooling. Some said, the additional two years are added burden for the average
Filipino family. Others said, the K to 12 program is doomed to fail since it does not address the basic problems in
education like lack of classrooms, chairs, books, teachers, quality teaching and many more. Amidst criticisms,
the Department of Education pushed for the K to 12 implementation. What could be the reason?
Let’s consider these existing realities in Philippine Education that became the bases of the K to 12
implementation:
1. Mastery of basic competencies is insufficient due to congested curriculum
The table below presents the national achievement test results of 4 th year students in Mathematics and
Science. In 2005-2006 Mathematics results, only 15% of the students acquired mastery of the Mathematics
competencies while majority ( 59.09%) of the high school students belonged to the low mastery level. The
achievement results in science was even more discouraging since only 3% of the 4th year high school students in
2005-2006 mastered the Science process and skills. Majority belonged to the low mastery category and few
were in the near mastery level.
Achievement Comparative Achievement Levels in Math Achievement Comparative Achievement Levels in Science
Level Level
SY % SY % SY % SY %
2004-2005 2005- 2004-2005 2005-
2006 2006
Mastery 168,371 16.41% 149,922 15.21% Mastery 17,921 1.75% 29,479 2.99%
Near Mastery 321,305 31.31% 253,396 25.71% Near Mastery 246,207 23.99% 196,938 19.89%
Low Mastery 536,439 52.28% 582,436 59.09% Low Mastery 761,987 74.26% 759,337 77.03%
TOTAL 1,026,115 100.00% 985,754 100.01 TOTAL 1,026,115 100% 985,754 100%
%
National Achievement Test – Fourth Year (SY 2004-2006)
Source: www.deped.gov.ph
In international examinations, the Philippines performed poorly as revealed in 2003 TIMSS (Trends in
International Mathematics and Science) scores. In Grade IV Science and Math, the Philippines ranked 23 out of
25 participating countries. In High School II Science, the Philippines ranked 43 out of 46 and in Math ranked 34
out of 38. Even with only the science high schools participating in the Advanced Mathematics category in 2008
TIMMS, the country’s ranking did not improve. In fact, it ranked the lowest (10) among ten participating countries.
One of the factors that contributes to the low performance in achievement tests is the congested basic
education curriculum. What other countries teach in twelve (12) years the Philippines teach only in then (10)
years. The ten (10) years would not be enough to master the competencies. Adding two years would make

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possible the decongestion of the curriculum for comprehensive acquisition of basic competencies and the 21 st
century skills.
2. The Philippines is the only remaining country in Asia with a 10-year basic education program.
The Philippines is the only country in Asia that has been 10 years basic education program. The short
duration of the basic education program also puts millions of overseas Filipino workers, especially the
professionals , and those who intend to study abroad at a disadvantage. Graduates of the Philippines schools
are not automatically recognized as professionals outside of the country due to lack of two years in basic
education. Bologna Accord impose twelve 912) years of education for university admission and practice of
profession in European countries. Washington Accord prescribes twelve (12) years basic education as an entry
to recognition of engineering professionals.
With K to 12, Filipino professionals would have the same competitive edge with professionals in other
countries having gone through 12 years of basic education.
By the way, the recommendation to improve and to lengthen the short basic education in the Philippines
has been given since 1925. As one of the most well studied forms, recommendations of either adding or
restoring 7th grade or adding an extra year to basic education have been put forward.
Table 5. Researches on Philippine Basic Education Curriculum and their Recommendations
Year Source Recommendation
1925 Monroe Survey Training of graduate student in agriculture, commerce, and industry because
secondary education did not prepare students for life.
1949 UNESCO Mission Survey Restoration of Grade VII in primary education
1953 Education Act Revising the primary school system by adding one year (Grade VII)
1960 Swanson Survey Restoring grade 7 in primary education
1970 PCSPE Extending secondary education by one year to better prepare students who have no
plans to take up university education
1991 EDCOM Report Retaining the 10 year basic education phase while institutionalizing career
counseling in primary and secondary schools in preparation for higher education
1998 Philippine Education Sector Prioritizing student learning through curricular reforms, the provision of textbooks, the
Study (World Bank and use of vernacular in lower primary grades, and the institution of a longer basic
ADB) education cycle.
2000 PCER Implementing a compulsory one-year pre-baccalaureate stage as prerequisite for
students interested in enrolling in higher education degree programs
2006 Philippine EFA 2015 Lengthening the educational cycle by adding two years to formal basic education
National Action Plan (one each for Primary and high school)
2008 Presidential Task Force on Extending pre-university education to a total of 12 years, benchmarking the content
Education of the eleventh and twelfth years with international programs
The K to 12 Curriculum prepares the students for the world of work, middle level skills development,
entrepreneurship and college education. As early as Grade 7 and Grade 8, the student is made to explore at
least 8 subjects in the four (4) areas of Technology and livelihood Education (TLE) namely: Home Economics,
ICT, Industrial Arts and Agriculture and Fishery Arts. In Grade 10 and Grade 12, the student is suppose d to have
obtained a national Certificate (NC) level 1and NC Level II from TESDA. NC I and NC II make a Grade 12
graduate employable.
The short duration of basic education in the Philippines resulted to 15 year old graduates who are not
legally employable. With the implementation of the K to 12, the graduate of the senior high is 18 years old who is
legally employable.
The K to 12 curriculum

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Section 5 of the Enhanced Basic Education Act of 2013, stipulates the following curricular standards which
the curriculum developers adhered to in crafting the K to 12 curriculum:
(a) The curriculum shall be learner-centered, inclusive and developmentally appropriate:
(b) The curriculum shall be relevant, responsive and research based;
(c) The curriculum shall be culture-sensitive;
(d) The curriculum shall be contextualized and global;
(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective,
collaborative and integrative;
(f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual Education
(MTB-MLE) which starts from where the learners are and from what they already knew proceeding from the
known to the unknown; instructional materials and capable teachers to implement the MTB-MLE curriculum shall
be available;
(g) The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills after
each level; and
(h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the
same based on their respective educational and social contexts. The production and development of locally
produced teaching materials shall be encouraged and approval of these materials shall devolve to the regional
and division education units.
Curriculum Tracks
The student after undergoing Senior High School can choose among four tracks: Academic; Technical-
Vocational-Livelihood; and Sports track and Arts and Design track. The Academic track includes four strands:
Business, Accountancy, Management (BAM); Humanities and Social Sciences (HUMSS): Science, Technology,
Engineering, Mathematics (STEM), and General Academic Strand (GAS).
Core Curriculum
Below are the learning areas comprising the core curriculum. The description is based on DepEd Memo 13 s
2013.
NOMENCLATURE/ DESCRIPTION
LEARNING AREA Grade 1 to 6 Grade 7 to 10
Integrated
Language Arts It focuses on the development of literacy and Ang Filipino ay naglalayong malinang and (1)
Mother Tongue numeracy skills and learning of concepts first kakayahang komunikatibo at (2) kahusayan sa pag-
Filipino in the Mother Tongue from Grades 1-3 and unawa at pagpapahalagang pampanitikan ng mga
English later transfer to second language (Filipino mag ural. Lilinungin ang makrong kasanayan
and English) The macro skills-listening (pakikinig. pagsasalita, pagbasa, pagsulat at
speaking, reading, writing and viewing spiral panonood) sa tulong ng iba't ibang dulog at
across grade levels and across languages pamamaran tulad ng Komunikatibong Pagtuturo ng
The ultimate goal is communicative Wika (KPW), Pagtuturong Batay sa Nilalaman
competence both oral and written in three (PBL) ng iba't ibang akdang pampanitikan at
languages pagsasanib ng Gramatika sa Tulong ug iba't ibang
Teksto (PGRT). at isinaalang-alang din ang
pagsasanib ng mga pagpahalagang pangkatauhan
sa pag-aaral at pagsusuri ng ihi ibang akdang
pampanitikan.
Science Science education aims to develop scientific This course deals with the basic concepts in
literacy among students that will prepare Biology, Chemistry Physics and Earth/Space

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them to be informed and participative citizens Science .Every quarter presents the different
who are able to make judgments and science disciplines across grade levels in
decisions regarding applications of scientific increasing complexity. The course is focused on
knowledge that may have social, health, or the development of awareness and understanding
environmental impact The science curriculum of practical everyday problems that affect the
recognizes the place of science and Learners lives and those around them.
technology in everyday human affairs It
science and technology in the civic, personal,
social, economic, and the values and ethical
aspects of life. The science curriculum
promotes a strong link between science and
technology, including indigenous technology,
keeping our country's cultural uniqueness
and peculiarities.
Mathematics Elementary mathematics covers basic It includes key concepts and principles of number
concepts and ideas, skills and processes wense measurement, algebra, geometry,
numbers and number measurement, patterns probability and statistics applied, using appropriate
and algebra, probability and statistics as technology, in critical thinking problem solving.
enlist. using appropriate technology in critical reasoning communicating making connections,
thinking problem solving. reasoning. representations and decisions in real life.
communicating making connections,
representations un! decisions in real life.
Araling Panlipunan Ito ay asignatura na nagtuturo ng mga Ang asignaturang ito ay naglalayong tumalakay sa
konsepto sa pinangat pansarili, pamilya, kasaysayan ng Pilipinas gamit ang sipi ng mga
kapwa, hansa daigdig at diyo pananagutan piling primaryang sanggunian mula sa iba't ibang
para sa kabutihang pantaw upang manuhay panahon at uri, at magpamalas ng malalim na
nang may kaayusan, katiwasayan, kaunlaran pang-unawa sa mga pangunahing kaisipan at mga
tungo sa kaligayahan ng tao. napapanahong isyu sa pag aaral ng w ayan
pamahalaan, kultura at lipunan ng mga rehiyong
Asyano, kasaysayang pandaigdig at
napapanahong isyu at ang kaisipan #
napapanahong isyu sa ekonomiks at pambansang
pag-unlad.
Edukasyong Pantahanan Edukasyong Pantahanan at Pangkabuhayan Edukasyong Pantahanan at Pangkabuhayan

at Pangkabuhayan develops knowledge, skills, values and develops knowledge, skills, values and attitude in
(EPP)/ Technology and attitude in Agriculture Entrepreneurship and Agriculture Entrepreneurship and Information
Livelihood Education Information Communication Technology Communication Technology (ICT), Home
(TLE) (ICT), Home Economics and Industrial Arts Economics and Industrial Arts than can help
than can help improve self, family and improve self, family and community life considering
community life considering sustainable sustainable development.
development.
Music, Art, Physical The Music Program focuses on the learner This learning are covers four (4) major components
Education and Health as the recipient of the knowledge, skills, and namely:
values necessary for artistic expression and
cultural literacy, The curriculum design IS • Music, Art, Physical Education and Health • Music
student-centered, based on spiral and Art deal with the study of man’s aesthetic
progression, and grounded in performance- expressions through sounds (music) and visuals
based learning Thus, the learner is (art) mirroring the sentiments and ideas of society
empowered, through active involvement and and culture, and contributing to the development of

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MODULE TECHNOLOGY
participation, to effectively correlate music individual and collective identity. It is designed to be

and art to the development of his/her own student-centered, based on spiral progression and
cultural identity and expand his her vision of grounded in performance based learning focused
the world. The Art Program provides our on appreciation and application where basic
Filipino learners with art experiences that fundamentals are further reinforced. The program
include recognizing creating appreciating, design empowers the learners to effectively
and critiquing their own artistic works and the correlate Music and Art to the study of Philippine
works of others. From Kindergarten, art Culture, as influenced by history,
instruction begins with creative exploration of culture of its neighbors, and the effects of
art material, concepts and processes found globalization and the advancement of information
in the Philippines and other countries. It technology .
continues to develop the student's
imagination und individual expression, and • Each strand is sequentially developed a n d levels
inquiry into the aesthetic qualities of his work, including activities that we varied and age-
the work of others, artists of the past and appropriate to address the needs an interest of
present from the Philippines and from other each.
parts of the world. It culminates in seeing the
connection of art to other areas of study and • Physical Education and Health promote the
exposure to various art-related activities and development of active and healthy lifestyle Physical
careers. Education focuses on five strand namely body
management, movements skills, games and sports,
The Physical Education Program is ancho rhythm and dance and physical fitness Each strand
on the lenet "Move to Learn and Lem to is sequentially developed across grade levels
Move with ultimate goal of achieving lifelong including activities that are varied and are
fitness. It shall contribute to the development appropriate to address the needs an interest of
of fitness, health and wellness among learners .
school-age students provided in the
program's rich and challenging physical • The Health program deals with physical, mental,
activity experiences. It shall promote the emotional, social moral and spiritual dimensions of
development of a participative and active health that enable learners to acquire essential
body: learning to use the body in moving knowledge, attitudes and skills necessary to
efficiently and effectively in a given space promote good nutrition, prevent and control
time effort and assurance of quality diseases, substance use and abuse, and reduce
movement. The desire for becoming a health-related risk behaviors and injuries with the
physical educated person, thus aid an view to maintaining and improving personal, family,
individual in successfully selecting and community, national and global health.
participating activities appropriate at various
stages of life.
The Health Program from Kindergarten to

Grade 6 focuses on the physical, mental,
emotional, social, moral and spiritual
dimensions of health and enables the
learners to acquire essential knowledge,
attitudes, and skills necessary to promote
good nutrition, prevent and control diseases
and substance e and use, reduce health-
related risk behaviors to prevent and control
injuries with the view of maintaining and
improving personal, Family, community
national and global health.
Edukasyon sa Ang Edukasyon sa Pagpapakatao (EsP) ay • Ang Edukasyon Pagpapakatao ay naglalayong

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Pagpapakatao asignaturang bahagi ng K to 12 na gagabay malinang at mapaunlad ang kakayahan ng mga

at huhubog sa mga kabataan. Ang tunguhin mag-aaral sa moral na pagpapasya at paggawa ng
o outcome ng EsP ay kabataang mga pasyang batay sa idinidikta ng tamang
nagpapasya at kumikilos nang mapanagutan konsensya. Apat na tema ang nililinang sa paraang
tungo sa kabutihang panlahat. expanding spiral mula Kindergarten hanggang
Nangangahulugang ito na lilinangin at Grade 10 (a) Pananagutang Pansarili at Pagiging
paunlarin ang pagkataong etikal ng bawat Kasapi sa Pamilya, (b) Pakikipagkapwa at
mag-aaral. Upang maipamalas ito, Katatagan ng Pamilya, (c) Paggawa Tungo sa
kailangang magtaglay siya ng limang Pambansang Pag-unlad at pakikibahagi sa
pangunahing kakayahan (macro skills): pag- Pandaigdigang Pagkakaisa, at (d) Pagkamaka-
unawa, pagninilay, pagsangguni, Diyos at Presensya sa Kabutihan,
pagpapasya at pagkilos.
Ang Nilalaman at istraktura ng Edukasyon sa
Pagpapakatao ay nakaangkla sa dalawang
disiplina: Ethics at Career Guidance. Ang Etika ay
ang siyensiya ng moralidad ng kilos ng tao. Ang
Career Guidance ay ang paggabay sa mag-aaral
ng magpasya ng kursong akademiko o teknikal
bokasyonal na sa kanyang mga talent, kakavahan
at aptitude at mga trabahong kailangan ekonomiya
kakayahan at aptitude at mga trabahong kailangan
sa ekonomiya.
The Senior High School Curriculum
There are four tracks in Senior High School. These are the Academic track, Tech Voc track, Sports and Arts and Design
Track. The academic track has four strands namely 1) Science, Technology, Engineering and Math (STEM) 2) Humanities
and Social Sciences (HUMSS), 3) Accounting, Business and Management (ABM) and 4) General Academic Strand (GAS).
This means that at Grade 11, a student chooses which track to pursue and if he/she chooses the academic he/she must
also choose which track which strand. If a student intends to go to college after Grade 12, then he/she must take the
academic track. The college program which he/she wants to enroll in determines which strand to take - STEM, HUMMS,
Sports and Arts and Design. If a Grade 12 graduate wants to pursue Tech Voc courses in Technical Education Skills
Development Authority (TESDA), he/she takes the Tech Voc track. He/she who is interested in Arts and Design will pursue
the Arts and Design track. The Sports track will be for any sports-minded Grade 12 graduate.
Figure 1 – Tracks in Senior High School
Academic
Grade 11
Tech Voc
Sports
Grade 12
Arts and Design
Figure 2 – Academic Track – 4 Strands

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MODULE TECHNOLOGY
STEM HUMSS
GENERAL
ABM Total= 4
ACADEMIC
Strands
The Senior High School Curriculum has a total of thirty-one subjects. The thirty-one subjects are grouped into
fifteen (15) core subjects, seven (7) contextualized subjects and nine (9) specialization subjects.
The following are the core subjects to be taken by all students regardless of track. There are also common
subjects for different tracks and the highly specialized courses for each track:
Oral Communication
Reading and Writing
Language Komunikasyon at Pananaliksik sa Wikang Filipino at Kulturang Filipino
Pagbasa at Pagsusuri ng Ibat Ibang Teksto Tungo sa Pananaliksik
Humanities 21st Century Literature from the Philippines and the World
Contemporary Philippine Arts from the Regions
Communication Media & Information Literacy
Mathematics General mathematics
Statistics and Probability
Science Earth and Life Sciences Lecture & Laboratory
Physical Sciences Lecture & Laboratory
Social Science Personal Development / Pansariling Kaunlaran
Understanding Society & Culture
Philosophy Intro to Philosophy of the Human Person/ Pambungad sa Pilosopiya ng Tao
PE & Health – Physical Education & Health
Below are the 7 contextualized subjects. The contextualized subjects apply to all tracks and strands but the subjects
are taught in the context of the track. For example, English for Academic and Professional Purposes for the Tech-Voc track
will center on tech-voc terms, describing and reporting tech-voc-related procedures while for the Sports track, the English
subject will focus on the language for sports. Research may be a presentation and defense of a paper in management for
ABM track or in STEM but may be a culminating activity or exhibit for the Arts and Design track and end-of-the-term exhibits
for the Arts and Design track.
Academic Track Tech-voc, Sports, Arts and Design Tracks
English for Academic and Professional Purposes English for the Professions
Introduction to Research Methods - Quantitative Research Skills 1
Introduction to Research Methods - Qualitative Research Skills 2
Filipino course Mga Diskurso sa Trubaho
ICT for Learners ICT applications
Entrepreneurship Entrepreneurship
Research Project Research Project / Culminating Activity

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MODULE TECHNOLOGY
7 Applied Subjects
Academic • Tech-Voc, Sports, Arts & Design
1. English for Academic &

Professional Purposes
2. Research in Daily Life 1
3. Research in Daily Life 2
4. Pagsulat sa Filipino sa Piling Larangan
5. Entrepreneurship
6. Empowerment Technologies
(E-Tech): ICT for Professional Tracks
Research Project/ Culminating Activity
Specialization Subjects, Academic Track. ABM
1. Applied Economics
2. Business Ethics and Social Responsibility
3. Fundamentals of Accountancy, Business and Management 1
4. Fundamentals of Accountancy, Business and Management 1
5. Business Math
6. Business Finance
7. Organization and Management
8. Principles of Marketing
9. Work Immersion Research? Career Advocacy Culminating
Specialization STEM
1. Pre-Calculus
2. Basic Calculus
3. General Biology 1
4. General Biology 2
5. General Physics I
6. General Physics 2
7. General Chemistry I
8. General Chemistry 2
9. Work Immersion/Research/Career Advocacy/Culminating Activity
Specialization HUMSS
1. Creative Writing
2. Creative Non-Fiction: The Literacy Essay
3. World Religions and Belief Systems
4. Trends, Networks and Critical thinking in the 21st Century
5. Philippine Politics and Governance
6. Community Engagement, Social Participation and Citizenship
7. Disciplines and Ideas in the Social Sciences
8. Disciplines and Ideas in the Applied Sciences
9. Work Immersion Research Carcer Advocacy Culminating Activity
Specialization - General Academic Strand
1. Humanities I
2. Humanities 2
3. Social Science 1

Ailyn B. Caba, MA
MODULE TECHNOLOGY
4. Applied Economics
5. Organization and Management
6. Disaster Readiness and Risk Reduction
7. Elective 1 (from any track/strand)
8. Elective 2 (from any track/strand)
Specialization - Sports
1. Safety and First Aid
2. Human Movement
3. Fundamentals of Coaching
4. Sports Officiating and Activity Management
5. Fitness, Sports and Recreation Leadership
6. Psychosocial Aspects of Sports and Exercise
7. Fitness Testing and Exercise Programming
8. Practicum (in-campus)
Specialized courses in the Academic Track
Liberal Arts HUMSS BAM STEM

Literature 1 Literature 1: Fiction & Drama Applied Economics 1 Pre-calculus
Humanities 1 Literature 2 Applied Economics 2 Basic Calculus
Social Science 1 Humanities 1: Popular Arts as Accounting 1 General Chemistry 1
Text
Economics 1 Humanities 2 Accounting 2 General Chemistry 2
Organization & Management Education 1/ Foreign Language 1 Business Math General Physics 1
Foreign language 1 Education 2/ Foreign Language 2 Business Finance General Physics 2
Applied Science Social Science 1 Organization & General Biology 1
Management
Pre- Calculus Social Science 2 Principles of Marketing General Biology 2
Work Immersion / career Advocacy/ Research/ Culminating Activity
Specialized courses for Arts and Design tracks

Arts and Design Strands
Art Assessment and Guidance
Arts Track 1 Introduction to Applied Arts and Design Production
Arts Track 2 Introduction to Performing Arts
Arts Track 3 Understanding Elements and Principles of the Different Arts
Arts Track 4 Work Environment in Various Arts Fields
Arts Track 5 Developing Filipino Identity in the Arts
Arts Track 6 Leadership and Management in Different Arts
Arts Track 7 Fields Apprenticeship & Exploration of Different Arts Fields (Production & Performing Music, Dance
Arts Track 8 and Theater)
Arts Track 9 Apprenticeship and Exploration of Different Arts Design Production ( Media Arts, Visual Arts and Literary Arts)
Specialized courses for Sports Track
Sports Track Subjects
Sports Track 1 Safety and First Aid
Sports Track 2 Understanding Human Movement
Sports Track 3 General Coaching Course
Sports Track 4 Sports Officiating
Sports Track 5 Fitness Leadership

Ailyn B. Caba, MA
MODULE TECHNOLOGY
Sports Track 6 Sports Recreation/Fitness Management

Sports Track 7 Student-Athlete Enhancement and Formation
Sports Track 8 Fitness Testing and Exercise Prescription
Sports Track 9 Recreation Leadership
Activity
The Philippines has implemented the K to 12 curriculum from Kindergarten to Grade 3 in elementary and Grades
7 to 9 in the junior high. Conduct a survey among teachers handling those grade levels. Ask them what they like
and what they do not like about the curriculum. Ask their suggestions on how to improve the curriculum
implementation.
Report it via Google meet and submit written results.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
___________________________________________________________________________________
Self-Evaluation:
What do I know? What can I tell?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
___________________________________________________________________________________
If you interviewed about K to 12, what ten ideas or concepts can you tell?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
____________
_________________________________________________________________________________________
___________________________________________________
Post-Test: Essay: ( Criteria for rating: Content – 7, Organization of idea- 3 ) Use other sheet .
Reflect on the statement below and comment: “ The K to 12 is bound to fail because it is impelemneted
hurriedly without thorough planning.”
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
________________________________________________________________

Ailyn B. Caba, MA
MODULE TECHNOLOGY
Topic: 5.2 Outcomes-Based Education: Basis for Enhanced Teacher Education

Curriculum
Time Frame: 3 hours

Introduction:
Outcomes-based education (OBE) became the fundamental philosophy of higher education in the
Philippines lately. All curricula including that of teacher education will be anchored on the concept of OBE in
terms of course designing, instructional planning, teaching and assessing students learning. This module will
give you the opportunity to understand what OBE is all about and relate the same to teacher education
curriculum as future teachers.
 Define what is outcomes-based education

 Identify the four principles in OBE
 Describe how teaching and learning relate to OBE
 Describe how assessment of achieved learning relate to OBE
Pre-Test: Answer the following: . ( Criteria for rating: Content – 7, Organization of idea-3 ) Use extra sheet to
write your answer.
What is outcomes-based education? Should curriculum for teachers preparation be influenced by this?
Why?
Definition of Outcomes Based Education (OBE)

Among the many advocates of OBE in the early years was W. Spady (1994). He defined OBE as clearly
focusing, and organizing everything in the educational system around the essential for all the students to do
successfully at the end of their learning experiences. It starts with a clear picture of what is important for students
to be able to do, then organizing the curriculum, instruction and assessment to make sure that learning happens.
This definition clearly points to the desired results of education which is the learning outcomes. This is made up

Ailyn B. Caba, MA
MODULE TECHNOLOGY
of knowledge, understanding, skills and attitudes that students should acquire to make them reach their full
potential and lead fulfilling lives as individuals in the community and at work.
To define and clarify further, answers to the following questions should be addressed by the teachers.
1. What do we want these students to learn?
2. Why do we want students to learn these things?
3. How can we best help students to learn these things?
4. How will you know when the students have learned?
Spady premised that in Outcomes-Based Education:
* All students can learn and succeed, but not at the same time or in the same way.
* Successful learning promotes even more successful learning.
* Schools and teachers control the conditions that will determine if the students are successful in school
learning.
Four Essential Principles in OBE
In order to comply with the three premises, four essential principles should be followed in either
planning instruction, teaching and assessing learning.
Principle 1: Clarity of Focus
A clear focus on what teachers want students to learn is the primary principle in OBE.
Teachers should bear in mind, that the outcome of teaching is learning. To achieve this, teachers and
students should have a clear picture, in mind what knowledge, skills, values must be achieved at end of
the teaching-learning process. This is like looking straight ahead so that the target will be reached.
Principle 2: Designing Backwards
This principle is related to the first. At the beginning of a curriculum design, the learning
outcome has to be clearly defined. What to achieve at the end of formal schooling is determined as the
beginning. Decisions are always traced back to desired results. This means that planning, implementing
(teaching) and assessing should be connected to the outcomes.
Principle 3: High Expectations
Establishing high expectations, challenging standards of performance will encourage students
to learn better. This is linked to the premise that successful learning, promotes more successful learning
as mentioned by Spady in 1994 This is parallel to Thorndike's law of effect, which says that success
reinforces learning, motivates, builds confidence and encourages learners to do better.
Principle 4: Expanded Opportunities
In OBE all students are expected to excel, hence equal expanded opportunities should be
provided. As advocates of multiple intelligences say, "every child has a genius in him herself, hence is
capable of doing the best." Learners develop inborn potentials if corresponding opportunities and
support are given to nurture.
Teaching-Learning in OBE
Teaching is teaching if learners leam. Learning is measured by its outcome. Whatever approach to
teaching is used, the intent should focus on learning rather than on teaching. Subjects do not exist in isolation,
but links between them should be made. It is important that students learn how to learn, hence a teacher should
be innovative. How then should teaching-learning be done in OBE? Here are some tips:
• Teachers must prepare students adequately. This can be done if the teachers know what they want
the students to learn and what learning outcomes to achieve. Prerequisite knowledge is important, thus
a review is necessary at the start of a lesson.

Ailyn B. Caba, MA
MODULE TECHNOLOGY
• Teachers must create a positive learning environment. Students should feel, that regardless of
individual uniqueness, the teacher is always there to help. Teacher and student relationship is very
important. The classroom atmosphere should provide respect for diverse kind of learners.
• Teachers must help their students to understand, what they have to learn, why they should learn it
(what use it will be now and in the future) and how will they know that they have learned.
• Teachers must use a variety of teaching methods. The most appropriate strategy should be used
taking into account the learning outcome teachers want the students to achieve. Also to consider are
the contents, the characteristic of the students, the resources available and the teaching skill of the
teacher. Even if OBE is learner-centered, sometimes more direct, time-tested methods of teaching will
be appropriate.
• Teachers must provide students with enough opportunities to use the new knowledge and skills that
they gain. When students do this, they can explore with new learning, correct errors and adjust their
thinking. Application of learning is encouraged rather than mere accumulation of these.
• Teacher must help students to bring each learning to a personal closure that will make them aware of
what they learned.
Here are additional key points in teaching-learning in OBE which show the shifts from a traditional to an OBE
view.
From Traditional View To OBE View
Instruction Learning
Inputs and Resources Learning Outcomes
Knowledge is transferred by the teacher. Knowledge already exists in the minds of the learners
Teacher dispenses knowledge Teachers are designers of methods
Teachers and students are independent and in isolation Teacher and students work in teams
Assessment of Learning Outcomes in OBE

Assessment in OBE should also be guided by the four principles of OBE which are clarity of focus,
designing backwards, high expectations and expanded opportunity. It should contribute to the objective of
improving students' learning. Since in OBE, there is a need first to establish a clear vision of what the students
are expected to learn (desired learning outcome), then assessment becomes an embedded part of the system
To be useful in OBE system, assessment should be guided by the following principles:
1. Assessment procedure should be valid. Procedure and tools should actually assess what one intends to test.
2. Assessment procedure should be reliable. The results should be consistent
3. Assessment procedure should be fair. Cultural background and other factors should not influence assessment
procedure.
4. Assessment should reflect the knowledge and skills that are important to the students.
5. Assessment should tell both the teachers and students how students are progressing.
6. Assessment should support every student's opportunity to learn things that are important .
7. Assessment should allow individuality or uniqueness to be demonstrated.
8. Assessment should be comprehensive to cover a wide range of learning outcomes.
Learner's Responsibility for Learning
In OBE, students are responsible for their own learning and progress Nobody can learn for the learner.
It is only the learner himselt/herself who can drive himself/herself to learn, thus learning is a personal matter.
Teachers can only facilitate that learning, define the learning outcomes to be achieved, and assist the students to
achieve those outcomes. Students have the bigger responsibility to achieve those outcomes. In this way, they
will be able to know whether they are learning or not.

Ailyn B. Caba, MA
MODULE TECHNOLOGY
One of the great benefits of outcomes-based education is that it makes students aware of what they
should be learning, why they are learning it, what they are actually learning, and what they should do when they
are learning. All of these will conclude with the achieved learning outcomes.
In terms of students perspectives there are common questions that will guide them as they learn under
the OBE Curriculum framework To guide the students in OBE learning, they should ask themselves the following
questions.
As a student,
1. What do I have to learn?
2. Why do I have to learn it?
3. What will I be doing while I am learning?
4. How will I know that I am learning, what I should be learning
5. Will I have any say in what I learn?
6. How will I be assessed?
Activit
y
Finding OBE in the Online class (By Group)
1. Seek permission from the teacher to observe the class for one complete teaching lesson.
2. Borrow the teacher’s lesson plan/syllabus. Identify the Intended Learning Outcomes at the
beginning of the lesson. Record observation.
3. Observe the class activities with the guidance of the teacher. Record observation.
4. Observe if the intended learning outcome at the beginning was achieved at the end of the lesson.
Record observation.
5. Summarize all recorded observations in the matrix below. Use the example as your guide. Write
down your own report in the proper cell.
Intended Learning Activities to accomplish the Intended Achieved Learning Outcomes at

Outcome/s of the lesson Learning Outcomes the end of the lesson
Example: Example: Example:
Classifies objects into solid Children mess up with objects trying to Classified objects into solids or
or liquid group them into two clusters: solids or liquid
liquid
My report: My report: My report:
Note: have it in a separate sheet.

Ailyn B. Caba, MA
MODULE TECHNOLOGY
Self-Evaluation:
As a future teacher, reflect on your own observations and report in finding OBE in the classroom and complete
the sentences.
I like OBE because _______________ … .In the future when I become a teacher, I should
____________________________... .
Post-Test:
Based from the activity, answer the following questions:
1. What did the teacher intend to accomplish in the lesson at the beginning?
2. Was it accomplished or achieved at the end? Has the learning occurred?
3. What learning outcome was achieved?
4. During the activity, was there an opportunity for all children to learn? Describe.
5. How was the achieved learning outcome assessed? Explain.

Ailyn B. Caba, MA
MODULE TECHNOLOGY
REFERENCES
Almeda, R. and Bilbao, P. (2003) Curriculum Development: Course Module. 2nd ed. WVSU Printing Press.
Bilbao, Purita. (2002). Curriculum Development. WVSU Printing Press.
Bilbao, Purita et al. (2008). Curriculum Development. Lorimar Publishing Inc.
Bruner, Jerome. (2001). The Culture of Education. Cambridge Mass: Harvard University Press.
Cooper, James, Dershminer, Morine, et al. (1999). Classroom Teaching Skills. 6th Edition. Houghtom Miffin Co.
USA.
Howell, K. Curriculum-Based Evaluation Teaching and Decision Making. Third edition, Wadsworth Thompson
Learning, Canada.
Marsh, Collins and Willis, George (2003). Curriculum: Alternative Approaches. On Going Issues. 3rd Ed. Merril,
Columbus, Ohio.
Ornstein, Allan. (2004). Curriculum Foundations, Principles and Issues. 4th Edition Pearson Foundation, Inc.
Posner, J. (1992) Curriculum Development System, A Handbook of School Practitioners in Basic Education,
National Bookstore, Inc, MM, Philippines.
Smith, Othanel et al. (1957). Fundamental of Curriculum Development. Rev. Ed. Hardcourt Brace, New York.

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LEARNING SURIGAO STATE COLLEGE OF

ELVIS P. PATULIN, PhD, EdD

MIE 203- Curriculum Development

Title: 1.0 CURRICULUM: CONCEPTS, NATURE , AND PURPOSES

 define curriculum from different perspectives;

MIE 203- Curriculum Development

Points of View on Curriculum Development

MIE 203- Curriculum Development

These steps are as follows:

MIE 203- Curriculum Development

Figure 1- Tyler’s View of Philosophy in Relation to School Purposes

MIE 203- Curriculum Development

C. Educational Philosophy – Progressivism

MIE 203- Curriculum Development

MIE 203- Curriculum Development

MIE 203- Curriculum Development

Self-Evaluation: Use extra sheet to answer the following.

1. Can a school exist without a curriculum? Why or why not?

2. How does a strong beliefs or philosophy influence curriculum?

3. As teachers or future teachers, how important will a curriculum be to

4. What are the implications of an ever changing curriculum to teachers?

MIE 203- Curriculum Development

Topic: 1. 2 Components of Curriculum and Curricular Approaches

MIE 203- Curriculum Development

2. Foster love humanity

MIE 203- Curriculum Development

MIE 203- Curriculum Development

MIE 203- Curriculum Development

Component 2 – Curriculum Content or Subject Matter

MIE 203- Curriculum Development

MIE 203- Curriculum Development

MIE 203- Curriculum Development

Figure 2 – Interrelationship of the Components of Curriculum

Activity: Finding an example

MIE 203- Curriculum Development

Components Copy from the Sample Your comment/suggestion

Use extra sheet if necessary.

MIE 203- Curriculum Development

10. Develop standards for curriculum and instructional evaluation.

MIE 203- Curriculum Development

Topic: 1.3 Teaching Learning Processes and Curriculum Development

MIE 203- Curriculum Development

PLAN IMPLEMENT EVALUATE

Feedback and Reflections

MIE 203- Curriculum Development

MIE 203- Curriculum Development

MIE 203- Curriculum Development

MIE 203- Curriculum Development

MIE 203- Curriculum Development

MIE 203- Curriculum Development

Title: 2.0 Crafting the Curriculum

MIE 203- Curriculum Development

MIE 203- Curriculum Development

Here are some examples of the learner-centered designs.

MIE 203- Curriculum Development

3. Problems are selected on the basis of developed criteria for selection.

Self-Evaluation: Identification. Who is this person?

MIE 203- Curriculum Development

Dimensions of Curriculum Design

MIE 203- Curriculum Development

MIE 203- Curriculum Development

MIE 203- Curriculum Development