Name: VHEA S.

LASERAS Date: September 1, 2023

Course/Year: BSED MATH 3A Rating:

ACTIVITY 1

Instructions: Read and answer the test. Follow the instruction to each test and convert paper
to PDF before submitting it to the google classroom. Submit on or before the given deadline.

A. Provide a short introduction of yourself and add formal picture. (Basic profile)

In a world brimming with diverse individuals, I stand out as a remarkable embodiment of passion
and determination. With a relentless drive to excel, I have carved a unique path, leaving an indelible mark
on every endeavor I undertakes. From a young age, I exhibited an innate curiosity and thirst for
knowledge. This curiosity evolved into a deep passion for learning, pushing me to explore various
disciplines and expand my horizons. Armed with an insatiable hunger for growth, I embarked on an
educational journey that has taken me through diverse subjects, honing me intellect and nurturing my love
for continuous self-improvement.
However, my journey is not solely confined to academic pursuits. My enterprising spirit and
unwavering determination have led me to embrace challenges outside the classroom. Whether it's
engaging in community service, participating in extracurricular activities, or pursuing personal projects,
my commitment to making a positive impact is evident in every step it takes. What truly sets me apart is
my ability to connect with people on a personal level. My empathetic nature and genuine interest in the
stories and experiences of others make me a natural friend and confidante. My interpersonal skills,
coupled with my passion for collaboration, have enabled me to thrive in team settings, where I
consistently contribute fresh perspectives and fosters a sense of unity.
I am a dynamic individual whose journey is characterized by my unyielding passion and
unwavering determination. My pursuit of knowledge, commitment to community, and ability to connect
with others make me a beacon of inspiration for all who have the privilege of knowing me. That’s me,
making myself extraordinary and my journey is a testament to the power of embracing one’s true self.
 B. Provide a short expectation on the subject and the subject teacher.

As a student progress into third year of college, the anticipation of encountering more challenging
subjects becomes a reality. These subjects are designed to push students beyond our comfort zones and
encourage us to delve into complex theories, intricate problem-solving, and rigorous research. The
expectation of challenging subjects is not only a reflection of academic growth but also an opportunity to
refine essential skills such as time management, collaboration, and effective communication. While these
subjects may seem intimidating, they provide the chance to cultivate resilience and adaptability, qualities
that are indispensable in both academic and professional spheres.
Before the first semester started, I solicit some information from our seniors about our new
subject which is PED 7 The Teacher and the School Curriculum and the instructor of it. I received nice
feedback from them because they gained lot of knowledge about it. According to Kuya Carlo, the lesson
makes easier because Sir Patrick will discuss it very well and they really understand it. He also reminds
me that just listen to his discussion because later he will give a quick long quiz. I also asked Kuya Carlo if
he have a course pack of the subject PED 7 so that I will study in advance, but he told me that Sir Patrick
will give us the syllabus, course pack, and PPT from prelim to final. Luckily, Sir Patrick really gives us
that all. Those all information that I received is very interesting. I expect those experiences from him in
our PED 7 journey with Sir Patrick. As we’re done in our first face to face discussion, I already have
some knowledge about subject The Teacher and the School Curriculum. The discussion is not boring
because Sir Patrick gives us some jokes for us not to be bored in the class. A supportive and engaging
teacher can ignite a passion for a subject and foster a lifelong love of learning.
Embracing these subjects will not only enrich my intellectual journey but also equip me with
valuable skills that extend far beyond the classroom. By implementing effective strategies and
maintaining a resilient mindset, I am confident in my ability to rise above the challenges and emerge from
this academic year stronger, more knowledgeable, and better prepared for the future.

C. Define the following terms into 1 paragraph to 2 paragraphs only. No source answer
will be invalidated.

Terminology Definition Sources (APA

Format)
1. Curriculum A curriculum is a well-organized framework that Merriam-Webster.
incorporates subject matter, instructional strategies, (n.d.). Curriculum. In
evaluations, and learning goals to produce a seamless Merriam-Webster.com
educational experience. It acts as a manual for teachers Dictionary. Retrieved
on how to best impart information and abilities to Month Day, Year, from
students while also giving them a clear route to achieve https://www.merriam-
learning objectives. webster.com/dictionar
y/curriculum
2. Hidden The term "hidden curriculum" describes a Jackson, P. W.
Curriculum collection of unstated, inferred, and frequently (1968). Life in
unintentional teachings, convictions, and actions that Classrooms. Holt,
 pupils acquire while attending a school. These teachings Rinehart and Winston.
are spread via the school's ambiance, routines,
relationships, and cultural context rather than being a
part of the official or explicit curriculum that is created
and organized by educators. Students' views, beliefs,
and attitudes can be greatly shaped by the hidden
curriculum in ways that may not be immediately obvious.
3. Written The written curriculum is the blueprint that Sadovnik, A. R.,
Curriculum outlines the intended educational experience for Cookson Jr, P. W., &
students. It defines the scope, objectives, content, and Semel, S. F. (Eds.).
assessments that contribute to students' learning and (2012). Exploring
achievement within a given course, program, or Education: An
educational institution. Introduction to the
Foundations of
Education. Routledge.
4. Taught The term "Taught Curriculum" describes the Popham, W. J. (1975).
Curriculum actual educational activities that take place in a The conceptualization
classroom or other learning setting. It symbolizes the and measurement of
active engagement of students and teachers with the instructional
topics and goals contained in the written curriculum. The outcomes. Review of
educational concepts and materials are communicated Educational Research,
and experienced in practice, and this is reflected in the 45(1), 117-131.
taught curriculum.
The aims of the written curriculum and the
actual learning experiences of the students are
separated by the taught curriculum. It's a dynamic and
engaging process where teachers use their teaching
strategies, classroom relationships, and attentiveness to
student needs to bring the curriculum to life. A key
component in ensuring that educational objectives are
successfully met is the taught curriculum.
5. Supported The term "supported curriculum" refers to the Harris, D. P. (2003).
Curriculum variety of resources, tools, and materials created to help Using curriculum
educators and students effectively engage with the frameworks for
curriculum. These resources aim to improve the teaching systemic reform.
and learning process by making it more interactive, Theory into Practice,
engaging, and conducive to achieving educational goals. 42(3), 235-242.
By providing a variety of resources and tools,
the supported curriculum serves as a link between the
written curriculum and the actual learning experiences.
This holistic approach strengthens the educational
process and encourages a deeper understanding of the
subject matter.
6. Assessed The term "assessed curriculum" refers to the Stiggins, R. J. (2001).
Curriculum portion of the curriculum that is formally evaluated and Student-centered
measured using a variety of assessment techniques. classroom
This component concentrates on figuring out how well assessment.
students have understood and can apply the concepts Merrill/Prentice Hall.
and skills described in the written curriculum. The
assessed curriculum is extremely important in giving
 feedback on the teaching and learning process and
informing educators about the efficacy of their
instructional approaches.
The evaluated curriculum offers a way to
gauge the effectiveness of the teaching and learning
process, enables educators to modify their methods,
fosters students' development, and improves
educational quality in general.
7. Learned The learned curriculum represents the true Tyler, R. W. (1949).
Curriculum outcomes of the teaching and learning process. It Basic principles of
reflects students' understanding, skills, and attitudes curriculum and
acquired through their educational experiences. While instruction. University
influenced by various factors, the learned curriculum of Chicago Press.
ultimately shapes students' personal growth and their
ability to apply knowledge in meaningful ways.
8. Curriculum Curriculum planning is a fundamental Posner, G. J. (2004).
Planning process in education that ensures a structured and Analyzing the
purposeful approach to teaching and learning. curriculum. McGraw-
Curriculum planning serves as the backbone of Hill Education.
education, ensuring that teaching and learning are
purposeful, effective, and aligned with desired
educational outcomes. It's a dynamic process that
requires careful consideration of various factors to
create a successful learning experience.
9. Curriculum Building a solid and effective educational Wiggins, G., &
Designing experience begins with a purposeful and intentional McTighe, J. (2005).
process called curriculum design.The process of Understanding by
creating curricula is precise and deliberate, and it molds Design. ASCD.
the educational experience. It forms the basis of
successful teaching and learning, ensuring that
academic objectives are reached and that students are
well-equipped for their future endeavors.
10. Curriculum The process of turning the proposed curriculum Cuban, L. (1984). How
Implementin into actual educational experiences is called curriculum Teachers Taught:
g implementation. The link between the theoretical Constancy and
curriculum design and the students' real educational Change in American
experiences is the implementation of the curriculum. To Classrooms, 1890-
achieve the intended learning results, it is a dynamic and 1980. Teachers
interactive process that calls for good teaching, College Press.
adaptation, and a dedication to doing so.
11. Curriculum To assure ongoing progress and alignment with Scriven, M. (1991).
Evaluating educational objectives, evaluating the curriculum is an Evaluation thesaurus.
essential phase in the educational process. A thoughtful SAGE Publications.
and data-driven process called curriculum evaluation
makes ensuring that the curriculum is always effective,
current, and in line with educational objectives. It helps
educational institutions deliver top-notch instruction
while also advancing teaching and learning
experiences.
12. Subject- This strategy focuses on structuring instructional Glatthorn, A. A.,
 Centered material around certain subjects or disciplines. With Boschee, F.,
Design each topic receiving devoted attention, subject-centered Whitehead, B. M., &
design offers a concentrated and specialized approach Boschee, B. F. (2018).
to education. It is suitable for academic institutions and Curriculum
students looking to gain in-depth knowledge and skills in Leadership: Strategies
particular academic subjects. Nevertheless, initiatives to for Development and
combine courses and forge linkages across disciplines Implementation.
may be made to guarantee a well-rounded education. SAGE Publications.
13. Learner- Learner-centered design places learners' needs Weimer, M. (2013).
centered and preferences at the center of the educational Learner-Centered
design process. It empowers students to take charge of their Teaching: Five Key
learning and focuses on creating meaningful and Changes to Practice.
relevant educational experiences that promote holistic John Wiley & Sons.
growth and lifelong learning.
14. Problem- Problem-centered design transforms learning Savery, J. R., & Duffy,
centered into an active and meaningful experience where T. M. (1995). Problem
design students apply their knowledge and skills to address based learning: An
authentic challenges. It nurtures critical thinking, instructional model
collaboration, and practical problem-solving abilities that and its constructivist
are valuable for life and future careers. framework.
Educational
Technology, 35(5), 31-
38.
15. Perennialism Perennialism is an educational philosophy and Hirst, P. H. (1974).
curriculum approach that emphasizes the timeless and Knowledge and the
universal ideas, values, and knowledge that have curriculum: A
enduring relevance throughout history. Perennialism collection of
places a high value on timeless knowledge and philosophical papers.
essential ideas, encouraging students to engage with Routledge & Kegan
great works of literature, philosophy, and other Paul.
disciplines to cultivate critical thinking, cultural literacy,
and a deep understanding of human nature and
civilization.
16. Essentialism Essentialism is an educational philosophy and Bagley, W. C. (1934).
curriculum approach that focuses on teaching a core set Education and
of essential knowledge and skills that are considered Emergent Man: A
crucial for a student's intellectual and practical Critique of
development. Essentialists believe that certain subjects, Contemporary
often including language arts, mathematics, science, Materialism. The
history, and social studies, should be prioritized in the Macmillan Company.
curriculum to provide students with a strong foundation
of basic knowledge

17. Progressivis A curriculum based on progressivism places a strong Dewey, J. (1938).

m emphasis on student-centered activities, experiential Experience and
learning, and the improvement of students' analytical Education. Simon and
and problem-solving abilities. Progressives think that Schuster.
learning should relate to practical experiences and
 should be sensitive to the needs and interests of
students. Progressivism frequently uses flexible,
multidisciplinary curricula that promote participation,
teamwork, and inquiry-based learning. Students who
follow this idea will be more equipped to participate
actively in democracies and to adapt to a changing
environment.
18. Reconstructi Reconstructivism is an educational philosophy Brameld, T. (1956).
vism and curriculum approach that advocates for the active Patterns of
transformation of society through education. Educational
Reconstructivism does place a strong emphasis on the Philosophy:
contribution that education makes to addressing societal Divergence and
problems and fostering social transformation. Convergence in
Reconstructivism prioritises education as a key Culturological
component of societal change with the goals of Perspective. Holt,
addressing injustice, advancing social justice, and Rinehart and Winston.
enabling students to make a good difference. This way
of thinking promotes action, critical thinking, and a
dedication to making the world fairer and just.
19. Topical A curriculum design strategy called the Jacobs, H. H. (1989).
approach "Topical Approach" centers instructional material around Interdisciplinary
certain topics or themes rather than the more curriculum: Design
conventional academic areas. In this method, topics and implementation.
from several disciplines are combined to examine a main Association for
idea, concept, or problem. The framework of the Supervision and
curriculum promotes interdisciplinary learning and Curriculum
demonstrates how several disciplines are related to one Development.
another. The objective is to provide students a holistic
and thorough understanding of the subject matter while
promoting critical thinking and enabling them to
comprehend how information from many topics is used
in real-world situations.
20. Concept Concept Approach is a style of curriculum Erickson, H. L. (2007).
Approach design that concentrates on imparting key ideas that Concept-based
form the basis of numerous topics and disciplines. The curriculum and
concept method places more emphasis on instruction for the
comprehending broad principles and concepts that tie thinking classroom.
together many fields of knowledge than on delivering Corwin Press.
discrete facts and information. The curriculum
encourages critical thinking and the capacity to apply
information in a variety of circumstances while assisting
students in developing a thorough understanding of
fundamental ideas and how they relate to one another.
This method helps pupils understand the wider picture
and the underlying ideas that underpin diverse courses.
21. Thematic Thematic Approach is a type of curriculum Heineke, A. J., &
Approach design that centers instructional material around certain McTighe, J. (2019).
themes or subjects that are pertinent and meaningful to Understanding by
students. This method integrates topics and disciplines Design: A Guide for
to look at a main idea from several perspectives. The Creating High-Quality
 framework of the curriculum promotes interdisciplinary Units. ASCD.
learning and demonstrates how several disciplines are
related to one another within the context of the theme.
Exploring a theme across several courses aims to pique
students' curiosity, advance holistic learning, and foster
critical thinking.
22. Modular The modular approach is a type of curriculum Kelly, A. (2003). The
approach design that separates the curriculum into independent curriculum: Theory
modules or units, each of which is focused on a distinct and practice. SAGE
subject or idea. Learning objectives, content, activities, Publications.
and evaluations are unique to each module. The
modular approach to curriculum organization and
delivery offers for flexibility since teachers may
rearrange and combine modules to meet various
instructional demands and time constraints. In
competency-based education, adult learning, and
scenarios where students have different learning styles
and experiences, this strategy is very helpful.
23. Curriculum The term "curriculum as a process" refers to the Posner, G. J. (1992).
as a process idea that curriculum is an ongoing, dynamic process that Analyzing the
requires continual preparation, implementation, Curriculum. McGraw-
assessment, and modification rather than a static object Hill Humanities, Social
or set of fixed contents. This frame of view emphasizes Sciences & World
that creating curricula is a continuous activity rather than Languages.
a one-time project. It encompasses steps including
figuring out educational objectives, creating instructional
materials, teaching lessons, evaluating learning results,
and adjusting in response to feedback. When curriculum
is viewed as a process, the requirement for adaptability
to societal changes, learner needs, and educational
objectives is recognized.
24. Curriculum The idea that curriculum is a concrete, Tyler, R. W. (1949).
as Product predefined collection of resources, information, and Basic Principles of
objectives that are organized and provided to students Curriculum and
is known as the "curriculum as a product" approach. Instruction. University
This point of view views curriculum as a finished good of Chicago Press.
that teachers use, and pupils ingest. The curriculum's
objectives are predetermined, and it is frequently
created by specialists or authorities. In this method, the
emphasis is on obtaining certain learning outcomes and
objectives, which are frequently assessed through
standardized tests. This viewpoint favors accountability
and effectiveness in education.
25. Context Context evaluation focuses on understanding the Stufflebeam, D. L., &
Evaluation contextual factors that may influence the effectiveness Shinkfield, A. J.
and outcomes of the curriculum. It involves analyzing (1985). Systematic
elements such as the physical setting, resources, Evaluation: A Self-
student demographics, cultural considerations, and any Instructional Guide to
unique challenges or opportunities present in the Theory and Practice.
learning environment. Context evaluation helps Springer.
 educators and stakeholders adapt the curriculum to
better suit the specific needs and characteristics of the
learners and the educational setting.
26. Input The term "input evaluation" describes the Cronbach, L. J., &
Evaluation evaluation of the resources, materials, and human Suppes, P. (1969).
components that go into a curriculum or educational Research for
program. This kind of evaluation is concerned with the tomorrow's schools:
elements or inputs used in the educational process to Disciplined inquiry for
aid in learning. It entails looking at elements including education. Macmillan.
curriculum support materials, teaching strategies,
teacher training, infrastructure, and other resources.
The goal of input evaluation is to make sure that the
tools are available for successfully implementing the
curriculum and achieving the targeted learning
outcomes.
27. Process Process evaluation is the evaluation of a Rossi, P. H., Lipsey,
Evaluation curriculum or educational program's actual M. W., & Freeman, H.
implementation. This kind of assessment is concerned E. (2004). Evaluation:
with the actual processes, relationships, and activities A Systematic
that take place during the teaching and learning Approach. SAGE
process. It includes observing student participation, Publications.
instructional techniques, classroom activities, and
overall teaching practices. The goal of process
evaluation is to determine if the intended curriculum is
being followed as intended, how successfully it is being
implemented, and how instructors and students are
reacting to it.
28. Product Product evaluation is the evaluation of the Stufflebeam, D. L., &
Evaluation results, accomplishments, and outcomes of a Shinkfield, A. J.
curriculum or educational program. This kind of (1985). Systematic
evaluation focuses on the curriculum's quantifiable and Evaluation: A Self-
visible impacts on students' learning and development. Instructional Guide to
It entails assessing if the program has reached its Theory and Practice.
objectives, whether students have learned the Springer.
information and abilities outlined in the curriculum, and
whether the expected learning outcomes have been
realized. Assessments, exams, and other measurement
instruments are frequently used in product evaluation to
determine how successful the program is.
29. Objective In an objective test, test-takers are required to Nitko, A. J., &
Test select or deliver precise answers from a prepared list of Brookhart, S. M.
possibilities. Multiple-choice questions, true/false (2011). Educational
statements, matching items, and fill-in-the-blank assessment of
inquiries frequently appear among these alternatives. students. Pearson.
Objective exams are frequently used to evaluate a wide
range of disciplines with the goal of measuring
knowledge, facts, and concepts. Due of their basic and
standardized style, which offers a simple means to
gauge pupils' material knowledge, they are thought to
be effective for grading and scoring.
30. Performance Through practical exercises and activities, Wiggins, G. (1993).
Based students are asked to demonstrate their comprehension Assessment:
Assessment to receive a score on a performance-based Authenticity, context,
assessment, which measures students' knowledge, and validity. Phi Delta
skills, and capacities. Performance-based evaluations Kappan, 75(3), 200-
challenge students to apply what they have learned in 214.
real-world situations rather than just relying on
traditional examinations. Tasks including presentations,
projects, portfolios, simulations, debates, and problem-
solving exercises may be a part of these examinations.
Performance-based evaluation strives to examine not
just factual knowledge but also other abilities that are
essential for everyday life, such as communication,
problem-solving, and critical thinking.