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UNIVERSITY OF ILOILO
GRADUATE SCHOOL

COURSE SYLLABUS
Master of Arts in Education
Program

Edu 296 – Curriculum and Instruction

Course Number and Course Title

UI Vision
With distinct advantage in English Communication and
Information Technology, to be the leading institution of
higher learning in the region in the development of globally
competitive professionals.

Graduate School Vision

An effective learning institution producing research
oriented, technology driven, and globally competitive
professionals.

UI Mission
To develop the Filipino youth into employable global
professionals thru the endowment of knowledge and skills and
the formation of character and spirit.

Graduate School Mission

To develop effective leaders in education, business,
and other related fields through scholarly pursuits geared
towards national development realities and global
competitiveness.

Graduate School Goal

To produce research-oriented professionals equipped
with effective managerial and leadership skills in order to
obtain quality life.

Graduate School Objectives

1. To ensure development of effective leadership through
continuous enrichment of curricular offerings which
integrate information technology, ethical values, and
social awareness.
2. To promote intellectual achievement by conducting
research in specific areas of specialization and
disseminating the findings for [possible utilization in
education, government entities, and industry.
3. To deepen awareness of social responsibility through
active involvement in community extension services and
linkages with socio-civic organizations.
4. To nurture a progressive academic community of faculty
and students whose knowledge and skills are geared
towards the goals of national development and global
competitiveness.
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Core Values
 Integrity
 Professionalism
 Commitment
 Competence
 Teamwork
 Innovativeness

I. Course Description:
This course deals with the study of the different
curricula in basic education (pre-elementary, elementary and
secondary schools) including the effects of performance
objectives, diagnostic procedures and practices in teaching,
individualized instruction, lesson planning, and performance
assessment. The content analysis of curriculum is
emphasized.

II. Credit Units: 3 units

III. Semester: Second Semester, Academic Year 2021-2022

IV. Professor: Zaldy C. Quilantang, Ph.D.

V. Number of Meetings:
6 Meetings at 9 hours per meeting
Days: Every Saturday/Sunday
(January 29, February 5, 12, 19, 26, & 27, 2022)
Hours: 7a.m. to 12nn; 1p.m. to 5p.m.

VI. Course Objectives:

At the end of the term, the students are expected to:
1. acquire knowledge and skills relative to the nature,
concepts, and purpose of the curriculum, curriculum
planning, development, implementation and evaluation, and
the instructional strategies/techniques at the pre-
elementary, elementary and secondary levels;
2. analyze practices and trends on curriculum and
instruction, including related issues/concerns/problems and
their possible solutions; and
3. develop research-based plans of improving/modifying
the existing curriculum at any particular level to cater to
the needs of the clientele and the community at large.

VII. Course Requirements:

1. Multi-media presentation of reports on selected
topics (Each class member shall be provided a copy
of the report; Oral presentations shall be done thru
different techniques (panel discussion, class
presentation followed by discussion, demonstration, etc.)
2. Group/Team research report and proposed plan for
curricular revisions (at any educational level)

VIII. Methodologies/Strategies
1. Online Lecture/Discussion
2. Online Writing of Research Report
3. Online Presentation of Individual/Group Research
Output
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4. Online Critiquing of Research Output presented

IX. Course Outline/Content

(February 5, 2022)
I. Nature, Concepts and Purpose of the Curriculum
1. Concepts, Nature, and Purposes of Curriculum
2. Elements/Components of Curriculum
3. Teaching-Learning Process and Curriculum
Development

II. The Curriculum Development Process

1. Curriculum Models and Types
2. Principles & Dimensions of Curriculum Design
3. Approaches to Curriculum Design

(February 12, 2022)

III. Foundation Of Curriculum Development:
Philosophical, Theological and Social
Foundations
IV. Curriculum Design: Models, Dimensions and
Principles/Guidelines
a. Models b. Dimensions c. Principles/Guidelines in
Designing Curriculum
d. Approaches to Curriculum Design

(February 19, 2022)

V. The Curriculum In Other Countries (Western
Countries, Asian Countries, European
Countries)
VI. The Philippine Basic Education Curriculum
1. Legal Bases of curriculum aims/objectives (e.g.

1987 Philippine Constitution, Education Act of

1982, RA 9155, Mid-Decade Goals, EFA 2005-2015 Plan

of Action
2. Brief History of the Philippine Curriculum (NESC
and NSEC)
3. Why Restructure the Curriculum?
4. Goals and Objective of the Curriculum in each of
the educational levels. Pre-school, ECD,
elementary, secondary, ALS, Indigenous People
Special Education, Multi-Grade Teaching
5. PELC and PSSLC in the Different Learning Areas
6. Assessments and Evaluation of the BEC
7. Issues

(February 26, 2022)

VII. The Nature Of Instruction
1. Pedagogy vs. Andragogy
2. Instructional Planning: Nature, Purpose Phases and
Approaches (e.g. GOIM)
3. Planning the Lesson and the Instructional Materials
to be used
4. Types of Lesson Plans
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5. Textbooks and Teachers’ Manual Support

Instructional Materials (Print and Non-Print)

VIII. Selection Of Instructional Strategies

1. Differentiating Instruction (including teaching
and learning styles)
2. Direct Instructional Strategies
3. Indirect Instructional Strategies
4. Curriculum and Instruction in the Learning Areas

IX. Management Of Instruction And The Classroom

1. Lesson Delivery
2. Classroom Management
3. Classroom Discipline

(February 27, 2022 am)

X. Assessment Of Student Performance
1. Assessment Types
2. Grading System
3. Marking and Reporting
4. Portfolio

(February 27, 2022 pm – Final Examination)

X. Evaluation/Grading System

Midterm Grade =(Class Standing)2/3+(Midterm Exam)1/3

Tentative Final Grade=(Class Standing)2/3+(Final Exams) 1/3
Final Grade =1/3Midterm + 2/3Tentative Final Grade

Class Standing Components:

Online Report ........................ 30%
Presentation ........................ 30%
Quality of Report ................... 30%
Class Interaction/Participation ..... 10%
________
100%
XI. References:
Adams, Cherryl M. and Pierce R., Differentiating
Instruction: A Practical Guide to Tiered Lessons in
the Elementary Grades: Prurock Press, Inc., USA, 2006
Bilbao, Purita P. et al., Curriculum Development: Lorimar
Publishing Inc.,Manila, 2008.
Marzano, Robert J. et. al. Handbook for Classroom
Instruction that Works, USA, 2001
Burden, Paul R. and David M. Byrd., Methods for Effective
Teaching: Allyn and Bacon. MA, USA, 2003
Cruz, Isagani R., The Basic Education Curriculum in 17 Easy
Lessons: Anvil, 2003.
Eyre, Deborah and McClure L., Curriculum Provision for the
Gifted and Talented in the Primary School: The
Cromwell Press Ltd.
DepEd Order No. 70, s. 2009, “Revised Guidelines on
Organization of DepEd Preschool Classes
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DepEd Order No. 72, s. 2009, “Inclusive Education as

Strategy for Increasing Participation Rate of
Children.”
DepEd Order No. 74, s. 2009, “Institutionalizing Mother
Tongue-Based Multilingual Education (MLE)”.
DepEd Order No. 26, s. 2005, Character Education as a
Separate Subject of Makabayan in the Elementary Level
Effective SY 2005-2006
DepEd Order No. 35, s. 2003, “Revised Implementing
Guidelines for the 2002 Secondary Education Curriculum
effective School Year 2003-2004
DepEd Order No. 41, s. 2003, “Values Education in the Basic
Education Curriculum.”

Prepared by:

ZALDY C. QUILANTANG, Ph.D.

Professor