Activity 1.

Maintaining an Equilibrium: K to 12
as a Curriculum Change

Directions: The K to 12 is the current reform in our national basic

TAKING education curriculum. There are driving forces as well as restraining
ACTION forces that affect its implementation. In other words, there are factors
that will make the K to 12 succeed but there are also factors that will
make K to 12 fail. Considering this, conduct a situational analysis on
the implementation of the K to 12 curriculum following Levin’s Force
Field Model. Your analysis shall be guided by the following questions:

1. What factors make the K to 12 succeed? Write these factors in Column A. You may not fill up
the boxes.
2. What factors make the K to 12 difficult to succeed? Write these factors in Column B. You may
not also fill up the boxes.

A. Driving Force E B. Restraining Force

Q
U
I
L
I
B
R
I
U
M

3. Read and answer briefly the following questions:

3.1 If A is more than B, will there be a successful curriculum change? Why?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

3.2. If B is more than A, will there be an unsuccessful curriculum change? Why?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

3.3 If A and B are equal, will there be a status quo? Why?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

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 Activity 2. Interviewing Stakeholders

Directions: With the use of an interview protocol given below, ask

two persons (e.g., 1 student and 1 parent or 1 student and 1 teacher,
TAKING whichever is applicable) about their roles as stakeholders. Record your
interview through a tape or video recorder and/or your field notebook.
ACTION Consolidate the answers and write in paragraph form your interview
report.

Interview Protocol on the Roles of Stakeholders

Name of the Interviewer: ________________________________________

Course and Year: ________________________________________

Name of School: ________________________________________

Name of the Interviewee: ________________________________________

Address: ________________________________________

Category (Pls. check):

Student: _____ Teacher: _____ School Head: _____ Parent: _____

Community: _____ LGU: _____ Gov’t Agency: _____ Non-Gov’t: _____

Lead Questions:

1. What do you know about the curriculum that is taught in this school?

2. Are you involved in the activities of the school? How?

3. Why do you get involved in the school activities?

4. Do the activities contribute to the learning achievements of students?

5. What is your most important involvement that contributed to the learning of students?
Give specific examples.

6. Why would you like to continue what you are doing for the school curriculum?

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 Activity 3. Mapping Out the BSEd Curriculum (PEC)

Directions: Using Sample A, analyze and answer the following ques-

tions briefly:
TAKING 4.2.1 What is the meaning of Practiced with a background for the sub-
ACTION ject “Teaching Profession” and PO1 “Applied basic and higher 21st
century skills”?
4.2.2 What is your interpretation of the colored cell with Learned that
crosses between the subject Social Dimensions and PO5, Facilitate learning of different
types of learners in diverse learning environment?

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

Sample A. Curriculum Map for Bachelor of Secondary Education (Professional Edu-

cation Courses)
Outcomes PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
Sample Subjects
Child Development P L L O L O O O
Facilitating Human Learning P P L O L O L O
Social Dimensions P L L O L O L O
Teaching Profession P P P P P O P P
Principles of Teaching P P P P L O P O
Assessment of Learning P P P P L O P O
Educational Technology P P P P L O P O
Curriculum Development P P P P O O P P
Developmental Reading P P P P O O P O
Field Study P P O P O P P P
Practice Teaching P P P P P P P P

Legend:
L—Learned Outcomes (knowledge, skills, and values)/outcomes achieved in the subject
P—Practiced the learned outcomes (knowledge, skills, and values)
O—Opportunity to learn and practice (opportunities to learn and practice knowledge, skills, and values but
not taught formally)
Note:
1. Not all professional subjects are entered in the matrix.
2. Desired outcomes for the professional courses are:
PO1—Applied basic and higher 21st century skills
PO2—Acquired deep understanding of the learning process
PO3—Comprehended knowledge of the content they will teach
PO4— Applied teaching process skills (curriculum designing, materials development, educational
assessment, teaching approaches)
PO5— Facilitated learning of different types of learners in diverse learning environments
PO6— Directed experiences in the field and classrooms (observation, teaching, assistance, practice
teaching)
PO7— Demonstrated professional and ethical standards of the profession
PO8— Demonstrated creative and innovative thinking and practice of alternative teaching approach-
es