NAME: LARRY JR. D.

GUIMBARDA Course: BSED-Science

EDUC 106 The Teacher and School Curriculum

1. Define the following terminologies:

A. Pedagogy- It is another word for education, the profession and science of teaching.
B. Curriculum- It 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 experience.
C. Teacher- A person who teaches or instructs.
D. Student- A person formally engaged in learning, especially one enrolled in a school or college.
E. Syllabus- A syllabus is a document that outlines all the essential information about a college
course. It lists the topics you will study, as well as the due dates of any coursework including tests,
quizzes, or exams.
F. Lesson Plan- A lesson plan is a teacher’s daily guide for what students need to learn, how it will be
taught, and how learning will be measured.

2. Discuss and explain the types of curriculum.

Different Types of Curriculum

Several curriculum scholars
(Glatthorn, Boschee, and
Whitehead, 2006; Print, 1993;
Tanner and
Tanner, 2007) cited nine types of
curriculum in their books
depending on how curriculum is
used in
various institutions.
1. Ideal or Recommended
Curriculum. This refers to
what scholars propose as the
most
appropriate curriculum for the
learners. For example, different
professional organizations or
various programs of study in
different universities may
propose curriculum innovations
or
alternative curriculum content as a
result of their researches. It may
also develop as an alternative
response to various Curricular
problems and issues. Glatthorn,
Boschee, and Whitehead (2006
noted
several influences that seem to play
the key roles in shaping the
recommended curriculum. These
influences are the professional
associations, individuals, and
societal trends.
Curriculum standards
recommended by professional
organizations are examples or
ideal or
recommended curriculum. Many
of these various curriculum
standards are recommended by
professional organizations as
alternative to the current contents
of the curriculum. Standards are
products of their latest researches
on the nature of the different
disciplines and the developments
in various academic fields
Different Types of Curriculum
Several curriculum scholars
(Glatthorn, Boschee, and
Whitehead, 2006; Print, 1993;
Tanner and
Tanner, 2007) cited nine types of
curriculum in their books
depending on how curriculum is
used in
various institutions.
1. Ideal or Recommended
Curriculum. This refers to
what scholars propose as the
most
appropriate curriculum for the
learners. For example, different
professional organizations or
various programs of study in
different universities may
propose curriculum innovations
or
alternative curriculum content as a
result of their researches. It may
also develop as an alternative
response to various Curricular
problems and issues. Glatthorn,
Boschee, and Whitehead (2006
noted
several influences that seem to play
the key roles in shaping the
recommended curriculum. These
influences are the professional
associations, individuals, and
societal trends.
Curriculum standards
recommended by professional
organizations are examples or
ideal or
recommended curriculum. Many
of these various curriculum
standards are recommended by
professional organizations as
alternative to the current contents
of the curriculum. Standards are
products of their latest researches
on the nature of the different
disciplines and the developments
in various academic fields.
Different Types of Curriculums
Several curriculum scholars (Glatthorn, Boschee, and Whitehead, 2006; Print, 1993; Tanner
andTanner, 2007) cited nine types of curriculum in their books depending on how curriculum is used
invarious institutions.
1. Ideal or Recommended Curriculum- This refers to what scholars propose as the most
appropriate curriculum for the learners. For example, different professional organizations or various
programs of study in different universities may propose curriculum innovations or alternative
curriculum content as a result of their researches. It may also develop as an alternative response to
various Curricular problems and issues. Glatthorn, Boschee, and Whitehead (2006 noted several
influences that seem to play the key roles in shaping the recommended curriculum. These influences
are the professional associations, individuals, and societal trends.
Curriculum standards recommended by professional organizations are examples or ideal or
recommended curriculum. Many of these various curriculum standards are recommended by
professional organizations as alternative to the current contents of the curriculum. Standards are
products of their latest researches on the nature of the different disciplines and the developments in
various academic fields.
2. Intended Official, or Written Curriculum- This refers to the official curriculum embodied in
approved state curriculum guides (Glatthorn, Boschee, and Whitehead, 2006). It is the curriculum
prescribed by the government. In the Philippine context, these are the prescribed courses from
different government agencies: the Department of Education (DepEd), the Commission on Higher
Education (CHED), and the Technical Education and Skills Development Authority (TESDA).
Examples of these types of curriculum are: a. The Kindergarten Curriculum Standard b. The K-12
Curriculum. CHED Curriculum for General Education (Memorandum Order No. 20 Series of 2013)d.
TESDA Modules and Competencies
3. Implemented Curriculum- This type of curriculum refers to the actual implementation of the
curriculum or what teachers in the school teach. In many cases, teachers modify and improve their
curriculum based on the needs of the students or whenever there are new ideas in various disciplines
that are important to teach to the students. Academic freedom among faculty members in college may
also influence how professors plan and implement their courses.
4. Achieved Curriculum or Learned Curriculum- This refers to the result of the curriculum or what
students actually learned in school (Print, 1993). The achieved curriculum reveals whether the
students learned and whether the schools are successful in attaining their curriculum goals and
objectives.
5. Tested Curriculum- This is a set of learning that is assessed in teacher-made classroom tests,
curriculum-referenced tests, and in standardized tests. (Glatthorn, Boschee, and Whitehead, 2006)
6. Entitlement Curriculum-It refers to what the people or the general society believed the learners
should expect to learn in the educational system for them to become good members of the society.
7. Supported Curriculum- This refers to the curriculum that is reflected on and shaped by the
resources allocated to support or deliver the official curriculum. (Glatthorn, Boschee, and
Whitehead,2006)
8. Null or Censored Curriculum- This refers to various curriculum contents or topics that must not
be taught to the students. (Tanner & Tanner, 2007)
9. Hidden Curriculum- This refers to various skills, knowledge, and attitudes that students learn in
school as a result of their interaction with other students, staff, and faculty members. Although the
hidden curriculums not actually taught in formal classroom learning, it is also true that the hidden
curriculum can be a product of the students' schooling. The hidden curriculum is very powerful in
developing the school culture (Print, 1993).

3. What are the steps in evaluating the curriculum?

- “Tyler’s Objectives-Centered Model” is one of the many types of models that gives the steps in
evaluating the curriculum. It is one of the earliest curriculum evaluation models, which continues to
influence many assessment projects, was that proposed by Ralph Tyler (1950) in his monograph Basic
Principles of Curriculum and Instruction. As explained in this work and used in numerous large-scale
assessment efforts, the Tyler approach moved rationally and systematically through several related
steps:
1. Begin with the behavioural objectives that have been previously determined. Those objectives
should specify both the content of learning and the student behavior expected: “Demonstrate
familiarity with dependable sources of information on questions relating to nutrition.”
2. Identify the situations that will give the student the opportunity to express the behavior embodied in
the objective and that evoke or encourage this behavior. Thus, if you wish to assess oral language use,
identify situations that evoke oral language.
3. Select, modify, or construct suitable evaluation instruments, and check the instruments for
objectivity, reliability, and validity.
4. Use the instruments to obtain summarized or appraised results.
5. Compare the results obtained from several instruments before and after given periods in order to
estimate the amount of change taking place.
6. Analyze the results in order to determine strengths and weaknesses of the curriculum and to identify
possible explanations about the reason for this particular pattern of strengths and weaknesses.
7. Use the results to make the necessary modifications in the curriculum. (as cited in Glatthorn, 1987,
p. 273)