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 students Month Day, Year, from
while also giving them a clear route to achieve learning https://www.merriam-
objectives. webster.com/dictionar
y/curriculum
2. Hidden The term "hidden curriculum" describes a Jackson, P. W. (1968).
Curriculum collection of unstated, inferred, and frequently Life in Classrooms.
unintentional teachings, convictions, and actions that
 pupils acquire while attending a school. These teachings Holt, Rinehart and
are spread via the school's ambiance, routines, Winston.
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 students. Cookson Jr, P. W., &
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 classroom The conceptualization
or other learning setting. It symbolizes the active and measurement of
engagement of students and teachers with the topics and instructional
goals contained in the written curriculum. The educational outcomes. Review of
concepts and materials are communicated and Educational Research,
experienced in practice, and this is reflected in the taught 45(1), 117-131.
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 process Posner, G. J. (2004).
Planning in education that ensures a structured and purposeful Analyzing the
approach to teaching and learning. Curriculum planning curriculum. McGraw-
serves as the backbone of education, ensuring that Hill Education.
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 each Boschee, F.,
Design topic receiving devoted attention, subject-centered design Whitehead, B. M., &
offers a concentrated and specialized approach to Boschee, B. F. (2018).
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 process. Learner-Centered
design It empowers students to take charge of their learning and Teaching: Five Key
focuses on creating meaningful and relevant educational Changes to Practice.
experiences that promote holistic growth and lifelong John Wiley & Sons.
learning.
14. Problem- Problem-centered design transforms learning into Savery, J. R., & Duffy,
centered an active and meaningful experience where students T. M. (1995). Problem
design apply their knowledge and skills to address authentic based learning: An
challenges. It nurtures critical thinking, collaboration, andinstructional model
practical problem-solving abilities that are valuable for and its constructivist
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 essential philosophical papers.
ideas, encouraging students to engage with great works Routledge & Kegan
of literature, philosophy, and other disciplines to cultivate Paul.
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 and Education. Simon and
problem-solving abilities. Progressives think that learning Schuster.
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 "Topical Jacobs, H. H. (1989).
approach Approach" centers instructional material around certain Interdisciplinary
topics or themes rather than the more conventional curriculum: Design
academic areas. In this method, topics from several and implementation.
disciplines are combined to examine a main idea, Association for
concept, or problem. The framework of the curriculum Supervision and
promotes interdisciplinary learning and demonstrates Curriculum
how several disciplines are related to one another. The Development.
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 to Design: A Guide for
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 is Curriculum and
known as the "curriculum as a product" approach. This Instruction. University
point of view views curriculum as a finished good that of Chicago Press.
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 aid Disciplined inquiry for
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 process. Approach. SAGE
It includes observing student participation, instructional Publications.
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 curriculum Shinkfield, A. J.
or educational program. This kind of evaluation focuses (1985). Systematic
on the curriculum's quantifiable and visible impacts on Evaluation: A Self-
students' learning and development. It entails assessing Instructional Guide to
if the program has reached its objectives, whether Theory and Practice.
students have learned the information and abilities Springer.
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 assessment, Authenticity, context,
which measures students' knowledge, skills, and and validity. Phi Delta
capacities. Performance-based evaluations challenge Kappan, 75(3), 200-
students to apply what they have learned in real-world 214.
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.