Name: AIREN O.

DELA TORRE

Course and Year/Section:

Class Schedule:

Module 1: The Teacher and the School Curriculum

[Week No.1-4]

Topic Title: CHAPTER 1 Curriculum Essentials

 MODULE 1- The Teacher and the School Curriculum

 MODULE 2- The Teacher as the Knower of Curriculum

Activating Prior Knowledge

What do you know about “Curriculum”?

Curriculum is…
___Curriculum is a standards-based sequence of planned experiences where students practice and achieve proficiency in content
and applied learning skills. Curriculum is the central guide for all educators as to what is essential for teaching and learning, so
that every student has access to rigorous academic experiences. The structure, organization, and considerations in a curriculum
are created in order to enhance student learning and facilitate instruction. Curriculum must include the necessary goals, methods,
materials and assessments to effectively support instruction and learning.

Pre-assessment

Look at the words inside the box. Read each one of them. Which one describes the teacher as a curricularist?
Circle the word.

Exciting Facilitating Knowing Planning Frustrating

Growing Initiating Growing Evaluating Innovating

Broadening Building Rewarding Believing

Recommending Showing Copying

Curriculum Development Process Models

1. Ralph Tyler Model: Four Basic Principles
Also known as Tyler's Rationale, the curriculum development model emphasizes the planning
phase. This is presented in his book Basic Principles of Curriculum and Instruction. He posited four
fundamental principles which are illustrated as answers to the following questions:
1. What education purposes should schools seek to attain?

Ans: Educational purposes are the most important factor to consider when developing any type of curriculum and
instruction. Tyler suggested that valid objectives can be decided by scientific investigations. Socialists believe that
schools are places that “help young people to deal effectively with the critical problems of contemporary life.
Educational philosophers, on the contrary, believe that the primary mission of schools is to transmit the basic values that
have been generated from comprehensive philosophic studies. Tyler’s opinion towards educational purposes is
considered somewhat eclectic.

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

Ans: For a given objective to be attained, a student must have experiences that give him/her an opportunity to practice
the kind of behavior implied by the objective. The learning experience must be such that the student obtains satisfaction
from carrying on the kind of behavior implied by the objectives.

3. How can these educational experiences be effectively organized?

Ans: Organization of educational experiences is to produce a cumulative effect, they must be so organized that they
reinforce each other.

4. How can we determine whether these purposes are being attained or not?

Ans: It is important to make sure that the learning experience plans are effective in assisting the instructor in achieving
the expected results, which is the evaluation's main goal. Following the creation of the plans, the review process is
required.

In summary, the foundation upon which curriculum is based are educational philosophies,
historical developments, psychological explanations, and societal influences. All of these
foundations are interrelated.

Learning Activities/Exercises

Activity 1

Describe each type of curriculum on your own word

Type of curriculum Description

1. Recommended This type of curriculum stems from what experts in education

suggest. Recommended curriculum can come from a variety of
different sources, including nationally recognized researchers,
policy makers and legislators, and others. It focuses on the
content, skill sets and tools educators should prioritize in the
classroom.
2. Written A written curriculum is what is formally put down in writing and
documented for teaching. These materials can include an
educator’s instruction documents, films, text and other
materials they need. These materials come from the larger
school district or the school itself. Often, they contract or
employ a curriculum specialist to develop a plan that meets
specific goals and objectives.
3. Taught This type of curriculum refers to how teachers actually teach.
This is a less predictable and less standardized type of
curriculum because how an educator delivers material can vary
from one to the next. It can also change based on the types of
tools a teacher has at their disposal. This can include
experiments, demonstrations and other types of engagement
through group work and hands-on activities. Taught curriculum
is extremely critical for students in special education or those
who require another kind of specialized support.
4. Supported A supported curriculum involves the additional tools, resources
and learning experiences found in and outside a classroom.
These include textbooks, field trips, software and technology, in
addition to other innovative new techniques to engage
students. Teachers and other individuals involved with the
course are also a component of the supported curriculum.
5. Assessed An assessed curriculum is also known as a tested curriculum. It
refers to quizzes, tests and other kinds of methods to measure
students’ success. This can encompass a number of different
assessment techniques, including presentations, a portfolio, a
 demonstration as well as state and federal standardized tests.
6. Learned A learned curriculum refers to what students walk away with
from a course. This includes the subject matter and knowledge
they learned from a course, but it can also include additional
changes in attitude and emotional wellbeing. Teachers need to
shrink the gap between what they expect students to learn and
what students actually do learn.
7. Hidden A hidden curriculum is not planned, but it has a significant
impact on what students learn. This type of curriculum is not
always communicated or formally written down and includes
implicit rules, unmentioned expectations, and the norms and
values of a culture.

Activity 2
I am a Teacher! Who Am I as a Curricularist?
Instructions: Identify on the blanks provided who am I as a Curricularist based on the cases
presented.
Case 1: I have a good idea on how to make my learners pay attention to the lesson. I will use the
new idea and find out if it will work. INNOVATES THE CURRICULUM.

Case 2: DepEd sent the standards, competencies and guidelines in teaching the Mother Tongue in
Grade 1 in our school. I will study and use it in the coming school year. CURRICULUM

Case 3: There is so much to do in one school day. I seem not able to do all, but I have to accomplish
something for my learners. I have made a daily activity plan to guide me. IMPLEMENTS THE
CURRICULUM.

Case 4: I need a poem to celebrate the World Teachers' Day. I composed one to be used in my class
in Literature. WRITES THE CURRICULUM .

Case 5: My class is composed of learners from different home background and culture. I cannot use
a "one-size-fits all strategy" in teaching so I can respond to the diverse background. In my readings,
I discovered that there are ways of teaching. I tried one myself and it worked. INNOVATES THE
CURRICULUM.

Case 6: Knowledge is limitless. What I learned in college is not enough. I need to know more, so I
enrolled in the graduate school to advance my learning. KNOWS THE CURRICULUM.

Case 7: At the end of the year, my performance as a teacher is reflected in the school performance
of my students. So, I need to provide a monitoring tool to measure how they are progressing. The
result will inform me how I will address my learners' weakness and enhance their strengths.
EVALUATES THE CURRICULUM.

Case 8: I am teaching in a very far away barangay with no electricity yet. Many of the instructional
aids for teaching sent to our school are films and video tapes which need power. I cannot use them,
but the lessons are very important. So, I thought of making an alternative activity. I took my class
to the river and waterfall instead of doing the lesson. INITIATES THE CURRICULUM.

Case 9: My principal asked me to attend a write shop to make the lesson exemplars in the teaching
of science in Grade 7. In the workshop, I used my experiences as a science teacher for ten years,
and my knowledge of the subject matter. At the end of three days, I was able to produce lesson
exemplars which I am proud of. KNOWS THE CURRICULUM.

Case 10: From grade 7 to grade 10 of the K to 12 Enhanced Curriculum, science as a subject is
presented, taught and learned in a spiral manner. This is part of the DepEd implementing
guidelines of the curriculum. I am a Biology major, and I have insufficient knowledge about the
other areas of science such as Physics and Earth Science. Because of this dilemma, I have to
request the principal that we have team teaching. Which role of the curricularist, am I trying to do?
.. IMPLEMENTS THE CURRICULUM. _______

Activity 3: Making an Inventory of Curriculum Approach as Content, Process and Product

Instruction:
Choose a book that is being used in elementary, high school or college. Identify the following:
Content. Process, Product.
Inventory of the Curriculum Content, Process and Product
Title of the Book:
Grade Level: Subject area used:

Exampl Content Process Product/Outcome

e Example: Example: Example:

A. Type of curriculum in A. Individual research B. A. Lists of types of

the classroom Interview curriculum.
C. Observation B. Skill in interview and
observation
1.

Activity 4

Instruction: Determine the similarities and differences of the three models of

Curriculum Development Process.

How are the models similar?

Similar Features Tyler's Taba's Saylor & Alexander

Tyler Write your answer here Write your answer here

Their models has the Both objective based and They both have a specific
evaluation of experience. both include evaluation objective that need to be
process. accomplished.

Taba Write your answer here Write your answer here

Their models both They both specify major
emphasize on the planning They both have educational educational goals.
phase. experience background.

Saylor & Alexander Write your answer here Write your answer here
Saylor and Alexander Their models are both
model include the four designed that follows Their models focuses on.
phases of curriculum appropriate learning
development process. opportunities and how
opportunities, and how
opportunities are provide.
 Comment:
All of the models utilize the process of curriculum planning, curriculum designing, curriculum implementing and
curriculum evaluating. Also , all of the models have their consideration to follow and to be made and as what I have
observed, the similarity is that, there's always an evaluation at the end.

How are the Models Different?

Similar Features Tyler's Taba's Saylor & Alexander

Tyler Tyler is focuses on the
planning phase and process
selecting objective.
Tabas curriculum is made
with the collaboration of
teacher, admins, experts,
students and society.
Grassroot approach
curriculum development.
Tyler focuses on the
planning phase saylor and
Alexander focuses on its
four steps. Planners begin
with major educational
goals and objectives.

Taba Tyler is focuses on the Taba is an inductive Saylor and Alexander is a

planning phase and process
selecting objective taba's
curriculum is made with
the collaboration of
teacher, admins, experts,
students and society.
approached curriculum deductive approach to the
development design by the planning process. Planners
teachers. begin with major
educational goals and
objectives.

Saylor & Alexander Tyler focuses on the Taba is an inductive Saylor and Alexander is a
planning phase Taylor and approached to curriculum deductive approach.
Alexander focuses on its development design by the
your steps.planners begin teachers. Grassroot
with major educational approach to curriculum
goals and objectives. development.

Comment:

All of the models have a lot of differences when it comes to specification and beliefs and as what I have observed,
there's always a difference in an approach to curriculum development. Some models are linear, step by step
approachs; other allowe for departure from a fixed sequence of steps. Some models offer an inductive approach,
others follow a deductive approach. Some are prescriptive, others descriptive.

Activity 5

What significant contribution can you recall about this person?

1. Lev Vygotsky
_A sociocultural theorist who maintains that how we think is a function of both social and cultural forces. He
believes that all learning is shaped by the way parents and cultures think and interact. Vygotsky says that social
interaction is the primary cause of cognitive growth.____________________________________
2. Daniel Golema
Emotional intelligence theory Explained._____________
3. William Kipatrick
__Kilpatrick developed the Project Method for early childhood education, which was a form of Progressive
Education that organized curriculum and classroom activities around a subject's central theme. He believed that
the role of a teacher should be that of a "guide" as opposed to an authoritarian figure.______
 4. Hilda Taba
___Taba also conducted important teacher workshops across the nation. She was at the forefront of educational
research, particularly with her work in the Eight-Year Study and the Taba Curriculum Development Project and in
action research. Most important, she was a remarkable teacher._________
5. Ralph Tyler
___He believes that curriculum should revolve around the students needs and interest._____________
6. John Dewey
_ His emphasis on progressive education._______
7. Abraham Maslow
Hierarchy of needs. ___________
8. Carl Rogers
Psychotherapy method knon as client centered therapy.________
9. Franklin Bobbit
Views curriculum as a science that emphasizes the need of the students.___________________
10.Alvin Toffler
Modern technologies, including the digital revolution and the communication revolution with emphasis on their
effects on cultures worldwide.______________________________

Application / Reflection

1. Is it necessary for teachers to learn about school curriculum? Why?

__Basically, it is fundamental for teachers to learn about school curriculum for them to be able to help students learn easily and
connect with sources of information and knowledge that allows them to explore ideas. A school curriculum will always help the
teacher to adjust in the environment better._____

2. How would you prepare yourself to become a teacher, using the three approaches to curriculum?
____As a teacher, there are many aspects of the curriculum that you will simply NOT be responsible for. For example, at no
point, as a new teacher will you evaluate the curriculum. Those decisions are usually made at the state level. What you will
have to do as a teacher is take the state or county mandated curriculum and teach it. Planning and pacing will be far more
important for you on a daily, weekly, or yearly timescale. You will most probably be assigned a team of teachers to work
within some capacity, and you will collectively decide things like order of presentation and pace, depending on your
topic.___
3. What phase of curriculum do you find very important as a teacher? Why?
_____In every step of the curriculum development process, the most important task is to keep the learner (in this case, youth) in
mind and involve them in process. For example, the curriculum team members, who have direct knowledge of the target audience,
should be involved in conducting the needs assessment.__

Summary

Biblical Integration

In the same way, let your light shine before others, that they may see your good deeds and glorify your Father
in heaven. (Matthew 5:16)
 Evaluation
Label the description/definition on the left with either Traditional (T), or Progressive (P).

No. Description (T) (P)

1 Teachers are required to teach the book from cover to cover. T

2 If the learners can memorize the content, then the P

curriculum is best.
3 Children are given opportunity to play outdoors. T
4 Parents send children to a military type school with rigid T
discipline
5 Teachers are reluctant to teach beyond the written P
curriculum.
6 Prerequisites to promotion for the next grade are skills in P
reading. writing and arithmetic only.
7 Teachers provide varied experiences for the children T
8 Learning can only be achieved in schools. T
9 It is the systematic arrangement of contents in the course P
syllabus
10 Co-curricular activities are planned for all to participate. T

Instruction: Match the CONCEPT in Column II with the CHOICES in Column III.
Write the letter of your ANSWER in Column 1.

I. Answer II. Concepts III. Choices

B 1. Curriculum as way of doing A. Content

D 2. Authenticity of the content B. Process
A 3. Curriculum as the subject matter C. Product
E 4. Fair distribution of the content across the subjects D. Validity
C 5. Curriculum as the outcome of learning, E. Balance
F 6. Seamless flow of content vertically or horizontally in the F. Articulation
curriculum
J 7. Evidence of successful teaching G. Sequence
I 8. Enduring and perennial content, from past to future H. Integration
H 9. Allowing the transfer of content to other fields. I. Continuity
G 10. Arranging of contents from easy to difficult J. Learning
outcomes

Reference:

- Bilbao, Purita P., et al. (2019). Technology for Teaching and Learning 1. LORIMAR PUBLISHING, INC.:
Cubao, Quezon City,Manila

Prepared by: Checked and Approved by:

RISEN JOY P. ANTES, LPT DERBIE P. PADOJINOG, EDD

Instructor CED Dean