Patricia Mae V.

Jondonero
Based-English III
EDUC 327

CHAPTER 2 – DESIGNING THE CURRICULUM

Module 3: The Teacher as a Curriculum Designer

Lesson 3.1 – Fundamentals of Curriculum Design

Activity 1│Finding an Example

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 module

Your
Components Copy from the Sample
comment/suggestion
I do not have any
suggestions regarding the
Title of the A DETAILED LESSON PLAN IN ENGLISH
title for I think it is just
Lesson Plan 9
accurate for the lesson
plan itself.
The objectives are
At the end of the discussion, the presented well. Cognitive,
students must be able to: affective, and
Intended
• Analyze the proper usage of psychomotor skills was
Learning
modals expressing ability. clearly manifested in the
Outcomes/
• Reflect about the different abilities objectives. Furthermore,
Objectives
they possess. the SMART principle was
• Perform tasks in relation to the depicted in making the
song’s message intended learning
outcomes.
The content or the
Topic: Modals expressing Ability subject matter is relevant
to the outcomes of the
Reference: De Guzman, Rolando C.; et. curriculum. It is also
Al (2016) Modal Auxiliaries. The New appropriate to the level of
Modern English in Action, Volume 26 the lesson or unit.
(Issue no.4), pp. 3-5. Meanwhile, the reference
Content/
(2015, March 26). Retrieved March 23, were stated in detailed
Subject
2018, from and it bears the author of
Matter
https://www.youtube.com/watch?v=66ft the material,
vQR5f8Y publications, etc.
However, it is lacking.
Materials: Visual Aids, Laptop, Projector, The reference shown is
PowerPoint Presentation, Speaker, Chalk inadequate. It doesn’t
and Chalkboard have the reference from
different materials like
 books, module, or any
publications.
A. Preparatory Activities The methods or strategies
1. Prayer is quite good. It contains
2. Greetings individual and group
3. Classroom Conditioning activities. Moreover, I
4. Checking of Attendance have observed that the
B. Motivation teaching-learning method
I have here pictures of several objects. used in the lesson plan is
Your task is to share with us your closely similar to Barak
abilities by choosing one picture which is Rosenshine Model which
related to your talent. is direct instruction. I
Before we start our lesson, these are would suggest that
the learning objectives that we need to cooperative, independent,
meet during and after the discussion and competitive activities
today. should be present more
At the end of the discussion, the in the lesson plan for the
students must be able to: students to learn more
• Analyze the proper usage of and maximize their
modals expressing ability. performing skills.
• Reflect about the different abilities
they possess.
• Perform tasks in relation to the
song’s message
Methods/ C. Lesson Proper
Strategies Now I have here a song and the lyrics
will be projected on the board. I want
you to listen attentively and ponder the
lyrics with your heart.
We have six kinds of modal verbs:
Modals expressing ability; Modals
expressing permission; Modals
expressing obligation; Modals expressing
recommendation; and Modals expressing
possibility. But today, we will first
discuss about modals expressing ability.
IV. Application
Please go to your respective groups.
For group 1, your task is to think of a
familiar song which helps us realize our
abilities. For group 2, your task is to
make a slogan related to the message of
the song “I Can”. For group 3, you need
to present a tableau which depicts the
message of the song “I Can”.
Here are the criteria for grading your
presentations: Content 50%
Creativity 40%
Teamwork 10%
 100%
After the performance the teacher will
announce their grades.
Evaluation/ V. Valuing It utilized self-
Assessment What have you learned from the song assessment and peer
“I Can”? assessment at the same
What must you do with these time where the students
abilities? learn to evaluate their
VI. Think of your unique and best ability own learning and provide
which you can use to achieve your feedback on each other’s
dreams. Then list down the unique learning too.
abilities of each of your members on a
manila paper. Present it in front.
These are the criteria:
Content 60%
Creativity 30%
Behaviour 10%
100%
You have only 5 minutes to prepare
and 2 minutes to present.

Answer briefly:

1. Which one principle of Oliva is reflected in the Lesson Plan? Explain

briefly.

The principle of Oliva that is reflected in the Lesson Plan is curriculum

development is more effective when it follows a systematic process because the
lesson plan clearly manifests a systematic process from the desired outcomes to
subject matter content complemented with references to set of procedures to
evaluation procedure.

2. If you were to improve the design, what will you add, or subtract modify?
Write your re-design suggestion.

If I were to improve the design, I will add some references from books,
modules, and/or publications. I will add more activities that focuses on the topic.
Also, I would modify the activities into a more interactive one with the integration of
technology.

Self-Check

Which of the following concepts do you clearly understand? Answer Yes or NO to the
questions that follow.
 Questions
Answer Yes or NO
As a curricularist and curriculum designer…..
1. Do you think curriculum change is inevitable? YES
2. Does curriculum change not consider the existing one? NO
3. Should curriculum be designed only by one person? NO
4. Should any change in curriculum include an evaluation YES
process?
5. Does curriculum change mean total overhaul? NO
6. Should learning outcomes be considered first before the YES
content?
7. Should teaching methods consider only the expertise of NO
the teacher?
8. Are time tested methods like inductive and lecture no NO
longer useful?
9. Should contents be updated and relevant? YES
10. Is there only one design that a teacher should know? NO

Self-Reflect

Provide answers to the incomplete sentences. After reading the discussing with my
classmates, this lesson on fundamentals of curriculum designing or crafting a
curriculum.

I realize that

the role of curriculum in educating the students is a dynamic process that seeks
to cope with the changes in our society. Understanding the traditional and emerging
concepts of curriculum as well as the factors that affect its development will guide the
educators to respond to the needs of the learners. An essential act of teacher’s profession
is the crafting of curriculum and learning experiences to meet specified purposes. They
also design assessments to diagnose student needs, guide their teaching and determine
whether goals have been achieved. The success of their designs is determined by
whether or not they were able to achieve specific targets for their students.

I feel that

creating curriculum is crucial as the curriculum establishes the foundation of

what students are expected to know, do and understand through their educational
experiences. Enabling students to give satisfactory responses when given a performance
goals highlighted throughout their work. Teachers will use the same success goals to
guide class conversations and determine when students are gaining the skills and
knowledge they desire. Focusing on big plans is one way to set priorities. Any subject
usually has more content than can be discussed in a reasonable amount of time, so it's
critical to make conscious decisions and set goals.
 I need to

know better on how to craft and design a curriculum for I believe that these are essential
to me as a future teacher. It will help me create an effective curriculum and to deepen
learning and support students in gaining important core competencies such as critical
and creative thinking, skillful communication, and demonstrating care for self and
others. Beyond creating shared goals between teachers and students, curriculum also
standardizes the learning goals for an entire school and provides a clear path for
students to progress from one grade to another.

Lesson 3.2 – Approaches to Curriculum Designing

Activity 1│The K to 12 Curriculum: What Design?

1. What kind of curriculum design influence mostly the K to 12 Curriculum? (A)

Subject-Centered (B) Learner-Centered (C) Problem-Centered? (You may
have more than one answer)
2. Cite an illustrative example that relates to your choice.
3. Place your answer on a matrix like the one below.

Type of Curriculum Design in K to 12 Illustrative Example

The lessons and activities include: Being
clear about how you will promote,
measure, and celebrate understanding;
Modeling ‘how to think‘ for students;
Helping students understand what’s worth
understanding; Diversifying what you
accept as evidence of understanding;
Creating curriculum and instruction
Learner-Centered Design/Approach
around a need to know; Collaborating with
students to create the rubric or scoring
guide and many more. Each learner will
arrive at an individual conclusion after
collaboration is completed. Learning tasks
should have a real-world application that
allows learners to connect personally with
what they are learning.
The curriculum leads the learners in the
recognition of concerns and problems and
in seeking solution. Most of the school
activities revolve around solutions to
problems like poverty, drug problems,
Problem-Centered Design/Approach
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.
Self-Check

Identify what kind of design and approach are utilized in the following descriptions.

Subject-Centered Design/Approach 1. Only students who master the subject

content can succeed.
Problem-Centered Design/Approach 2. Students are encouraged to work together
to find answers to their task.
Learner-Centered Design/Approach 3. No learner is left behind in reading, writing
and arithmetic.
Problem-Centered Design/Approach 4. School means survival of the fittest.

Subject-Centered Design/Approach 5. Teacher extends class because the children

have not mastered the lesson.
Problem-Centered Design/Approach 6. Lesson deals with finding solution to
everyday problem.
Learner-Centered Design/Approach 7. Differentiated instruction should be utilized
for different ability groups.
Subject-Centered Design/Approach 8. Accumulation of knowledge is of primary
importance in teaching.
Learner-Centered Design/Approach 9. Learning how to learn is observable among
students.
Problem-Centered Design/Approach 10. Students are problem-finders and solution
givers.

Self-Reflect

Choose one statement and reflect on it. What do you think and feel about it?

Statement No. 1 - “Schools that approach the curriculum as subject-centered,

make robots out of the students.”
Statement No. 2 – “In schools were child-centeredness is the approach,
discipline is weak.”
Statement No. 3 – “Students are too young to solve life’s problem, why should
they do problem solving in school?”

I chose the statement “Schools that approach the curriculum as subject-

centered, make robots out of the students”. I couldn’t agree more to the statement since
the subject-centered approach is a kind of strategy that most of the thoughts of the
teachers came from the book and this design corresponds mostly to the textbook. Most
institutions using this kind of strategy aims for excellence in the subject matter content
which I thought is not right or good for students. Children are also human beings who
have feelings & emotions too. Using this approach is somewhat right in some aspects
too and that this design only aims for the children to learn but I must say that it
shouldn’t be the only of way. Perhaps teachers must teach them with love for them to
be motivated to learn on themselves.
Lesson 3.3 – Curriculum Mapping and Curriculum Quality Audit

Activity 1│Let’s Apply

1. Using the sample A1 for Science Curriculum Map, what knowledge and
understanding have you learned? Analyze the matrix and answer the questions that
follow:

1.1 What are the main clusters of science content that students should learn
from G3 to G10?

The main clusters of science that the students should learn from G3 to G10 are
Matter, Force, Motion, Energy, Living Things and Their Environment and lastly, the
Earth and Space.

1.2 How does science content progress from Grade 3 to Grade 10?

In G3 to G10, the content were alligned horizontally and the process in each level
remained the same through following the timeline. Looking at the table given, it shows
that they had to accomplish the same learning outcomes. The remaining grade level had
different content to make more learning relevant.

1.3 When you look and analyze the map, what summary ideas can you give?

Contents may also be matched based on a previous content's association. For

them to remember and appreciate a new topic, they must see the relationship or link
between the two. It is not appropriate for the subjects to have a solid bond; in fact, it is
preferable if they have just a sliver of a bond.

1.4 Science curriculum is spiral. How do you explain that in terms of what you
see in the map?

Since it is discussed repeatedly in the grade levels, the curriculum was spiraled.
However, you'll see continuity in their contexts at some stage, accompanied by other
subjects that extend and explore various learning material in greater detail.

2. Using Sample B, analyze and answer the following questions briefly:

2.1 What is the meaning of “Practised” with the green background for subject
Teaching Profession and PO1 “Applied basic and higher 21st century skills?”

The colored cell under the PO1 “Applied basic and higher 21st century skills”
shows how the 21st-century skillset, such as critical thought, problem solving,
imagination, meta-cognition, communication, technical and technical literacy, are being
applied and practiced in the teaching profession.

2.2 What is your interpretation of the colored cell with “Learned” that crossed
between subject Social Dimensions and PO5, Facilitate learning of different
types of learners in diverse learning environment?
 My interpretation of the colored cell with “Learned” that crossed between subject
Social Dimensions and PO5, Facilitate learning of different types of learners in diverse
learning environment is that as they may be confronted with learners from various
backgrounds and can provide equal opportunity, it has been taught or gained on how
to integrate students from various backgrounds to create a community with less
boundaries dependent on social, economic, or cultural distinctions.

2.3 What does the colored “Opportunity” in the cell subject Curriculum
Development that crosses with PO6 “Direct experience in the field and
classroom” (observations, teaching assistance, practice teaching)?

The colored “Opportunity” in the cell subject Curriculum Development that

crosses with PO6 “Direct experience in the field and classroom” indicates that they do
not have sufficient knowledge of the subject but have been granted the opportunity to
study and practice in order to improve their performance. Teachers should be taught
about how to properly train themselves for authentic teaching conditions, and how to
experience personal progress and empowerment through the curriculum-development
process.

Self-Check

Make a wise decision. Show me that you understand the lesson. Know the difference
between YES and NO answer to each of the question.

1. Does curriculum mapping help a teacher understand what to accomplish

within the period of time?

Yes, curriculum mapping does help the teacher understand what to accomplish
within the given period of time. It enables teachers and administrators to concentrate
on achieving a consistency of content through curricula. It enables us to observe what
children learn in each classroom and collect data on redundancies or differences in
course material. Teachers may use curriculum mapping to determine the course layout
as well as the time-scale schedule for when particular lessons or topics are learned.

2. Is a curriculum map a permanent document?

No, a curriculum map is not a permanent document because it is widely

considered as proactive method that helps teachers understand what has been learned,
how it has been learned, and how learning outcomes have been measured. The
curriculum map is a document created using the curriculum mapping tool. The majority
of curricula maps are graphic images of a table or matrix. That is to add, it is often seen
as a work in progress that is influenced by a variety of variables.

3. Can a curriculum map help explain to parents what their children are learning
in school?

Yes, curriculum map provides detailed information on what the children are
learning in school and lists the results and content discussed in and subject field.
Parents are kept updated of their goals for student work as individual teachers or
teaching teams exchange curriculum maps with them. It helps them become better
informed about what is expected of them in the classroom.

4. Is curriculum mapping a task of only one teacher?

No, curriculum mapping is more successful when it is done in a system-wide

process. To put it another way, an entire school district's curriculum can be mapped to
ensure consistency of teaching. This systemic approach to curriculum mapping can
provide teamwork with all of the school's educators who teach students.

5. Can a curriculum map as a tool be used in instructional supervision?

Yes, because curriculum map provides a comprehensive professional

development tool for using data in instructional decision making, aligning curriculum,
determining instruction, assessing with standards, and designing innovative and
engaging classroom instruction, it is a powerful tool that can transform low-performing
schools into high-performing learning communities.

Self-Reflect

Reflect on the process of curriculum mapping and the sample curriculum map
in this lesson. As a future teacher, how will the process of mapping and the map as a
tool help you in your profession?

Basically, curriculum mapping is a process that enables districts to gather data

on what is actually being taught and what students are actually learning. The
curriculum map is the result of this process that teachers can use as a tool to stay
organized and as a framework for daily lesson planning. As a future educator, the
process of curriculum mapping is fundamental as it will serve as a guide in order for
teachers to create an effective curriculum. On the other hand, the map as a tool could
help me a lot as a future teacher as it will help me keep track of what has been taught
and plan what will be taught. Furthermore, it will help teachers in documenting the
relationship between every component of the curriculum. Thus, a curriculum map
allows educators to review the curriculum to check for unnecessary redundancies,
inconsistencies, misalignments, weaknesses, and gaps.

Self-Check

1. Study the beginning teacher indicators in the PPST. As a preservice teacher, list
beginning teacher indicators that you have already acquired as a result of your teacher
education training. Share your answers with your seatmate.

As a preservice teacher, one of the beginning indicators in the PPST that I’ve
already achieved is includes: Positive use of ICT in which we were able to show skills in
the positive use of ICT to facilitate the teaching and learning process; Strategies for
promoting literacy and numeracy as we were able to demonstrate knowledge of teaching
strategies that promote literacy and numeracy skills; Strategies for developing critical
and creative thinking, as well as other higher-order thinking skills for we have already
applied; Mother Tongue, Filipino and English in teaching and learning wherein we were
able to Use Mother Tongue, Filipino and English to facilitate teaching and learning; and
Fair learning environment since we have demonstrated understanding of learning
environments that promote fairness, respect and care to encourage learning.

Self-Reflect
1. What happens when a graduate from teacher education program lacks the
competencies/standards of a beginning teacher?

It doesn’t imply that if a graduate from teacher education program lacks the
competencies/standards of a beginning teacher, he/she could no longer get a job. For
working with struggling starting teachers, different teacher education providers will
have different strategies and procedures. Expert teachers who serve as their mentors in
the school/college will provide extra assistance and assistance to student teachers who
are struggling with classroom experience besides all new teachers lack the training and
qualifications that experience and continuing education have.

2. How can CQA as a process help the teacher education institutions and teacher
educators achieve compliance to standards.
Curriculum Quality Audit help the teacher education institutions and teacher
educators achieve compliance to standards in a way that it is expected to regularly
assess how its curriculum encourages learners to attain the competencies expected of
beginning teachers, as part of its dedication to outcome-based education. It is a
mechanism to assess our existing curriculum by syllabi assessment and evaluation and
to look into the demands of the Philippine Professional Standards for Teacher (PPST).
The Philippine Professional Standards for Teachers (PPST) can be used as anchor in
curriculum quality audit. The aim of the PPST is to provide consistent standards for
teachers at various stages of their professional growth, from beginning to distinguished
practice. The PPST will be used by teacher instructors, program heads, and curriculum
developers to ‘quality check' the pre-service teacher education curriculum and use it as
a foundation for providing high-quality teacher education.