FINAL EXAM IN MODERN SCIENCE CURRICULUM

February 11, 2023

NAME: Claire G. Estimada RATING: ____________

Direction: Choose 5 questions to answer exhaustibly. Explanation should exceed

ten sentences.

1. What is the connection of one’s personal philosophy in the development of a

curriculum?

Answer:

Personal philosophy can have a considerable impact on curriculum creation. A

personal philosophy is a set of beliefs, values, and principles that guide an individual's

behaviors and decisions. When it comes to curriculum building, a person's philosophy

informs the decisions they make about what content to include, how it should be

taught, and the curriculum's general goals and objectives.

Personal philosophy can be linked to curriculum development in the following ways:

1. Educational objectives and goals: Personal philosophy impacts one's

perspective on what education should aspire to achieve. Someone who values

critical thinking and problem-solving abilities, for example, may highlight these goals

in their curriculum. Another person who focuses on character development may

highlight virtues such as empathy and integrity. Personal philosophy directs the

selection of specific aims and objectives that are consistent with one's values and

views.

2. Teaching methods and strategies: Personal philosophy determines the teaching

methods and strategies used in the curriculum. An educator who emphasizes

 student-centered learning, for example, might create activities that foster active

involvement, collaboration, and inquiry-based approaches. Someone who values

direct instruction and knowledge transmission, on the other hand, may design the

curriculum around lectures and traditional teaching methods.

3. Assessment and evaluation: Personal philosophy influences how learning results

are measured and evaluated. The types of tests employed in the curriculum will be

shaped by an individual's opinions about the aim of assessment, whether it is to

gauge knowledge acquisition or to encourage deeper understanding. Exams,

projects, presentations, or portfolios may be used, depending on what resonates

with the personal philosophy.

4. Learning environment: Personal philosophy can have an impact on the entire

learning environment and classroom culture. An educator who emphasizes inclusivity

and respect may foster an environment in the classroom that promotes open

discourse, collaboration, and mutual respect among students. Someone who

prioritizes discipline and structure, on the other hand, may establish clear norms and

practices in the classroom.

2. For children with special needs, what aspect of curriculum (philosophical, psychological,

social, historical) should be best considered? Why?

Answer:

When developing a curriculum for children with special needs, several aspects should

be considered to ensure their educational needs are met effectively. The psychological

aspect is particularly crucial. It is because the psychological part of curriculum

development for special needs students focuses on understanding their distinct

cognitive, emotional, and behavioral qualities. It entails considering their unique

strengths, problems, learning styles, and developmental levels.

While the other dimensions (philosophical, social, and historical) are unquestionably

important in curriculum building, the psychological factor serves as a basis for

understanding the unique requirements of children with exceptional needs. Educators

can construct a curriculum that addresses their cognitive, emotional, and behavioral

requirements while also supporting their general growth and academic achievement by

taking into account their psychological features and individual variances.

3. Why is there a need for a curriculum transition?

Answer:

Curriculum transition refers to the process of implementing changes or updates in an

existing curriculum. There are several reasons why curriculum transitions may be

necessary. Here are a few key reasons:

1. Changing Societal Needs: Changes in societal demands and expectations should

be reflected in curricula. Curricula, for example, may need to be revised to include

essential skills and information as the job market advances and new sectors arise.

Furthermore, societal trends linked to diversity, inclusivity, and sustainability may

necessitate openly addressing these problems in curricula.

2. Addressing Learning Needs: Curriculum shifts might be motivated by the need to

meet students' various learning requirements. This involves taking into account the

needs of pupils with impairments, English language learners, and those from varied

cultural backgrounds. Curriculum transitions can better adapt to the requirements of

all learners by making necessary modifications, such as delivering differentiated

instruction, implementing inclusive practices, or offering specialized programs.

It is critical to remember that curricular transitions should be approached with

caution and regard for practical implementation problems. To guarantee successful

implementation and the greatest potential outcomes for kids, they necessitate

collaboration among educators, administrators, policymakers, and other

stakeholders.
4. Teachers are the key persons that implements the curriculum, how can he/she

unpacked the standards indicated in the curriculum to students level?

Answer:

Unpacking the curricular standards to the level of the pupils is a critical responsibility

for teachers to enable effective implementation. Teachers can take the following steps

to unpack standards and make them more accessible to students:

1. Read and Analyze the Standards: Begin by thoroughly reviewing and examining

the curriculum's standards. Understand the key concepts, abilities, and knowledge

expected of students. Identify the standards' precise learning outcomes and

performance requirements.

2. Identify Prior Knowledge and Skills: Determine the knowledge and abilities that

students must have in order to meet the requirements. This allows teachers to

discover any gaps in students' comprehension and schedule instruction accordingly.

Build on their prior knowledge and give the scaffolding they require to facilitate their

learning.

3. Create Learning Objectives: Create clear and measurable learning objectives

based on the standards that explain what students should be able to do by the end

of the session, unit, or course. These objectives should be consistent with the

standards and serve as a focal point for training and assessment.

4. Plan Instruction and Assessment: Create teaching strategies, activities, and

materials that are consistent with the unpacked standards. Create formative

evaluations that provide continual feedback to students in order to track their

progress toward reaching the requirements. Utilize a range of assessment

approaches to collect evidence of student learning and change lessons as needed.

 5. Differentiated Instructions: Consider the various needs and talents of your

pupils and adapt your instruction accordingly. As appropriate, provide additional

support or challenges to ensure that all students can access and advance toward the

standards. To accommodate varied learning styles and preferences, use a variety of

educational methodologies, materials, and resources.

6. Monitor and Reflect: Continuously monitor student progress and evaluate the

effectiveness of instruction and evaluation strategies. Adjust teaching strategies as

needed to overcome student misconceptions or areas of difficulty. Reflect on the

unpacked standards on a regular basis to ensure they are effectively guiding

instruction and fostering student progress.

Teachers can establish clear learning targets and create a deeper grasp of what is

required by deconstructing the standards and making them accessible to students. This

method contributes to the development of a supportive and structured learning environment

that fosters student involvement and achievement.

5. What aspect of the Secondary Education Curriculum – Understanding by Design, a 2020

Curriculum is highlighted during its implementation? Elaborate your answer.

Answer:

Understanding by Design (UbD) is an instructional design methodology that focuses

on building curriculum by starting with desired learning objectives and then planning

backward to determine instructional activities and evaluations. While the specific

implementation of the Secondary Education Curriculum varies depending on context and

place, the UbD framework emphasizes the following aspects during implementation:

1. Backward Design: The UbD framework highlights the importance of beginning

with the end in mind. This means that instructors begin the curriculum building

process by establishing the desired learning outcomes or enduring

understandings for their pupils. The use of UbD to apply the Secondary Education

Curriculum entails explicitly defining the fundamental understandings,

information, and abilities that students should have by the end of the

instructional unit or course.

2. Transferrable Understanding: The importance of creating transferable

understanding, which refers to students' ability to apply their knowledge and

abilities in many contexts and real-world situations, is emphasized by UbD.

Implementing the Secondary Education Curriculum with UbD entails creating

learning experiences that foster deep comprehension and allow students to apply

their knowledge to new and authentic circumstances.

3. Essential Questions: UbD promotes the use of key questions to guide inquiry

and exploration. These thought-provoking and open-ended questions encourage

students to engage in meaningful dialogues and critical thinking. Educators

generate and deploy crucial questions that lead students' investigation of the
 content and help them uncover the main concepts and principles underlying the

subject matter during the implementation of the Secondary Education Curriculum

utilizing UbD.

4. Authentic Assessments: The need of authentic evaluations that fit with the

desired learning goals is emphasized by UbD. Rather than relying merely on

traditional tests or quizzes, the Secondary Education Curriculum implementation

utilizing UbD entails creating assessments that reflect real-world applicability and

require students to demonstrate their comprehension in meaningful ways.

Performance assignments, projects, presentations, portfolios, and simulations are

examples of assessments.

5. Differentiated Instructions: UbD understands that students' learning

requirements, interests, and abilities vary. Implementing the Secondary

Education Curriculum with UbD entails adapting education to meet the needs of

individual students. Educators use a variety of instructional tactics, tools, and

supports to meet the unique needs of students and ensure they can effectively

interact with the curriculum.

Overall, the UbD framework emphasizes the significance of beginning with the desired

learning outcomes and developing teaching to foster deep comprehension, transferable

abilities, and authentic application. To provide engaging and meaningful learning

experiences for students, educators employing UbD focus on backward design, essential

questions, authentic assessments, differentiation, and ongoing reflection during the

implementation of the Secondary Education Curriculum.

6. Does the society plays a role in the design of the curriculum? Cite specific examples on

how they connected.

Answer:

Yes, society has a significant impact on curriculum design. Curriculum development is

influenced not just by individual students' and instructors' needs and ambitions, but also

by the expectations and demands of the larger society in which they live. The

curriculum is intended to teach students to be responsible and active members of

society, and as such, it must represent that society's values, beliefs, and priorities.

Inclusion of multicultural education in the curriculum is one example. As countries

become more varied and multicultural, there is a growing realization that curriculum

must reflect this diversity while also preparing students to function well in a globalized

environment. This includes not just incorporating other ideas and experiences into the

curriculum, but also developing cultural competency skills that allow students to connect

effectively with people from various backgrounds.

Furthermore, societal concerns about health and wellness have resulted in the

incorporation of health education into many curricula. This represents the view that

schools have a responsibility to promote students' physical and emotional well-being

and to prepare them to make informed decisions about their health and lifestyle

choices.

Finally, the curriculum is intended to equip students to be responsible, participating

members of society. As such, it must represent that society's values, beliefs, and goals.

The curriculum can better educate students to succeed in the world they will inherit by

responding to societal demands and concerns.

7. What is an ideal curriculum?

Answer:

A complete and well-designed educational program that attempts to provide students

with the knowledge, skills, and attitudes needed to thrive in their academic, personal,

and professional lives is an ideal curriculum. It should be targeted to the kids' needs

and interests while simultaneously satisfying the standards and expectations of the

larger community.

An ideal curriculum should include several crucial components. First and foremost, it

should promote critical thinking and problem-solving abilities. This includes exposing

children to challenging issues, evaluating evidence, and developing creative solutions to

real-world situations. A good curriculum should also develop students' communication

and teamwork abilities, as well as their capacity to work effectively in a variety of teams

and circumstances.

A focus on transdisciplinary learning is another crucial component of an excellent

curriculum. Rather than being restricted to specific topic areas, students should be

encouraged to investigate links between disciplines and apply their knowledge and skills

in a variety of contexts. This can create a more holistic approach to learning and foster

a deeper awareness of the world.

In conclusion, an ideal curriculum emphasizes critical thinking, problem solving,

interdisciplinary learning, flexibility, and lifelong learning to give students with a well-

rounded education. Educators may assist students prepare for success in their personal

and professional lives, as well as active participation in their communities and the larger

globe, by focusing on five crucial components.

8. If we are going to analyze the national curriculum standards in basic education, is

Philippine K to 12 curriculum at par with other countries? Cite specific similarities and

differences that may be noted.

Answer:

Analyzing national curriculum standards in basic education, specifically the Philippine

K-12 curriculum, in comparison to other nations can be difficult because it necessitates

a thorough evaluation of numerous aspects and components. While it is difficult to

provide a thorough analysis, I can highlight some general parallels and contrasts

between the Philippine K–12 curriculum and curricula in other countries:

Similarities:

1. Core Subjects: The Philippine K–12 curriculum, like that of many other countries,

contains basic topics such as English, Mathematics, Science, Social Studies, and

Physical Education. These disciplines lay the groundwork for students to develop

knowledge and abilities.

2. Competency-Based Approach: The K–12 curriculum in the Philippines, like in

some other nations, is competency-based. It focuses on the acquisition of

knowledge, skills, and attitudes that will enable pupils to achieve in various aspects

of their lives.

3. Learning Domains: Beyond academic topics, the Philippine K–12 curriculum

recognizes multiple learning domains. To address students' overall development, it

incorporates domains such as Socio-Emotional Learning, Values Education, and

Physical Education.

Differences:

1. Structure and Duration: In the Philippines, the K to 12 curriculum added two

years of senior high school, bringing basic education from 10 to twelve years. This

departs from some countries' typical twelve-year basic education system.

 2. Language of Instruction: In the Philippine K–12 curriculum, English is the primary

medium of teaching, with Filipino (the national language) used in several courses.

Other countries, on the other hand, may use a different language as the principal

medium of teaching.

3. Content Emphasis: The focus placed on various topic areas varies between

curricula. For example, the Philippine K–12 curriculum places a major emphasis on

science and technology, as well as the integration of technical-vocational livelihood

courses in senior high school, with the goal of addressing workforce needs and

promoting employability.

4. Cultural and Contextual Relevance: National curriculum frequently reflect a

country's cultural, social, and historical setting. The Philippine K–12 curriculum

includes components that are unique to the Philippine environment, such as local

culture, history, and values education.

5. Assessment Practices: Assessment techniques in the Philippine primary and

secondary school curricula may differ from those in other nations. evaluations of

many forms are included in the curriculum, including formative and summative

evaluations, as well as performance-based assessments. Weighting, specific

evaluation methodologies, and grading systems may differ from one country to the

next.

It is crucial to note that the comparisons offered here are generic in nature and may not

fully convey the complexities and nuances of other countries' curricula. In-depth assessment

of specific standards, learning outcomes, instructional approaches, and cultural contexts is

required for detailed comparison analyses.