COLLEGE OF EDUCATION

Bais City

COURSE OUTLINE
ED 301- THE TEACHER AND THE SCHOOL

I. Course Description:

This course includes the study of the fundamental research-based concepts and principles
in curriculum and curriculum development as a foundation to engage prospective teachers as
curricularists. It also focuses on the more active role of the teacher in planning a
developmentally-sequenced teaching-learning process; identifying constructively-aligned
learning outcomes and competencies; contextualizing, localizing and indigenizing curricula;
implementing relevant and responsive learning programs; and evaluating the curriculum towards
its improvement. The teachers’ individual, collegial and collaborative roles in managing school
curriculum change vis-à-vis various contexts of teaching-learning, curricular requirements and
curricular reforms shall also be given emphasis.
(1p) Imitate the qualities of an innovative teacher who has mastery of the subject matter..
(2k-h) Apply the At the At the

At the end of the course, the learners are to (1p) Imitate the qualities of an innovative
teacher who has mastery of the subject matter.. (2k-h) Apply the principle of sustainable
development in teaching and learning;. (3k-l) Contextualizing communities towards self-
reliance and self-sufficiency;. (4a) Respond local and global perspectives in teaching the
principle of the common good;. All these are achieved through (4.2.1.1) excellent
instruction, relevant and responsive research and/ or extension services, and quality-
assured production (4.3.1.1) of a true NOrSUnian with the core values of SAPPHIRE
needed to (4.1.1.1) become dynamic, competitive and globally responsive individuals.
II. NOrSU Preliminaries
VISION: A dynamic, competitive, and globally-responsive state university.
MISSION: NORSU shall provide excellent instruction, relevant and responsive research,
evidence-based community extension services, and quality assured production through
competent and highly motivated human capital.
CORE VALUES
S-spirituality
A- accountability
P –professionalism
P- patriotism
H- harmony
I – Integrity
R- respect
E-excellence

III. Course Outline

At the end of Unit I, pre-service teachers should be able to:

a. define the major conceptions of curriculum;
b. and analyze the nature of the curriculum

Unit I. Nature of the Curriculum

A. Definition
B. Major Conceptions (types, components, purpose)
At the end of Unit II, pre-service teachers should be able to:
a. discuss how the different foundations of curriculum have shaped the current conceptions in
curriculum;
b. and b. gather information on how a school develops its curriculum to enrich teaching practice

Unit II. Foundations of Curriculum

A. Philosophical Foundations
B. Psychological Foundations
C. Historical-Sociological Foundations
D. Legal Foundations

III.MIDTERM EXAMINATION

At the end of Unit III, pre-service teachers should be able to:

a. demonstrate knowledge of curriculum planning, design and organization, implementation,
evaluation and improvement; and b. prepare developmentally sequenced lesson plans with well-
aligned learning outcomes and competencies based on curriculum requirements

Unit III. Phases and Process of Curriculum Development

A. Curriculum Planning
1. Elements of curriculum planning

B. Curriculum Design and Organization

1. Approaches in curriculum designing
2. Types of curriculum design
3. Elements of designing
4. Components of curriculum design

C. Curriculum Implementation
1. Models of implementation
2. Change processes
3. Institutionalization

D. Curriculum Evaluation
1. Reasons for evaluation
2. Types of evaluation 3. Evaluation models

E. Curriculum Improvement
1. Levels of curriculum improvement
2. Approaches to curriculum improvement

At the end of Unit IV, pre-service teachers should be able to:

a. demonstrate researchbased knowledge on the different trends and issues on curriculum and
curriculum development;

B. demonstrate knowledge on the contextualization/ localization of the curriculum in the

implementation of relevant and responsive learning programs; and

c. demonstrate knowledge of teaching strategies that are inclusive of learners from indigenous groups
Unit IV. Trends and Issues on Curriculum and Curriculum Development

A. Researches on Curriculum Development (local)

B. Researches on Curriculum Development (foreign/international)

C. Contextualization of the Curriculum

D. Curriculum Indigenization

E. Curriculum Localization

IV.MAKING OF REFLECTIVE JOURNAL

IV.FINAL EXAMINATION (DEFENSE ON REFLECTIVE JOURNAL)

TEMPLATE

1. Introduction
2. Discussion
3. Enhanced Curriculum
4. Documentation
5. References

V. Major Output Required: Each student will submit an research paper to be submitted during
Final Examination at NORSU Bais, Campus II.

GRADING SYSTEM
Major Examinations (Mid-Term/ Final) 40%
Output/ Projects 20% Cut-off or required grade in relation to the course/
Performance Tasks/Oral 20%
program standard is 83%
Attendance/Quizzes 20%
Final Grade = 100%

Instructor: EMIRY P.DEPALUBOS, Ph.D.

Contact No. 09071239907
email add: rylejairus2018@gmail.com
FB Account: Doc Ym Merry