Purita P. Bilbao, Ed.D. Filomena T. Dayagbil, Ed.D. Brenda B. Corpuz, Ph.D. St. John Paul Il Coiieye of Davao ™, Library f \\ TCT oe LoD kN AZ, y Basa Scanned with CamScannerPurita P. Bilbao;-Ed: Filomena T. Dayagbil, Ed.D. ___Brenda B. Corpuz, Ph.D. ELLEN B LORIMAR PUBLISHING INC. Scanned with CamScanner(CURRICULUM DEVELOPMENT FOR TEACHERS Copyright. 2014 by PURITA P. BILBAO, Ed.D * BRENDA 8. CORPUZ, Ph.D. FELOMINA T. DAYAGBIL, Ph.D. ad _ LORIMAR PUBLISHING, INC: ISBN s7Le45-7825 Petey Yona rai re ie Ben St Cn, Qa Cy, May Ma Tel. Now, 721.2715 + 723-1960 + Telefax: 727.3386 Shee otc Covers sony Rome i Mai tie ett ttt ns Sil Coa be diet hommes aa yeas ae Tat de tao Loma Rion wo Ne 8h tr an hn TON FOREWORD Seting ew benchmarks for teacher duction iso mean ask. ‘This isso in the instanceof Project WRITE (Writing Resouces {er anovative Teacher Rdvatio) which we iaited on Angst '4,2006 tat Iedto the production and publication of workbooks sod textbooks. Was yoomun's tak to gutber our collegues fom Luzon, ‘Visayas, and Mindanao and motivated ther to get involved in¢ textbook writing process. The best happened sch hat we were able ‘to forma rliieparteship as proven his WRITE pobiaion. This book on Curiculam Development for Teachers is stignd withthe National Competency Besed Teacher Sandards (QNCBTS), the standards of good teaching in the Philipines. The "NOBTSs consist of seven (7) integrated domains, tweary-one 21) strands and eighty (80) performance indicator f good teaching ‘The NCBTSs are focused onthe developmeat ofthe 2st cer teacher who can respond to the demands ofthe K to 12 Basic Béventot Curiculum which te Deparmest of Edueaion began implementing in SY 20122013, Tir books dotted wih ties and exerses which are in keeping with aot weeds in oration ‘Sich as intepatve,iteectv,lnquiy-based, braip-tased and ‘esearch usd teaching, consis and mlpeineligences, ‘We gateily acknowledge he author, De Biba, Dr Dejaghi, ‘De. Corps, forsaring her pete ncuron development. ‘This Projet WRITE publication i eof the lett edtons ofthe more thax 30 pubiotons tat ae in ative crclation fthancement of both the preservice and inservice phases of ‘eacheredveaion Onward to Projet WRITE! Milagros I. Borabe, PLD. Project Wie Coordinator Scanned with CamScanner‘Table of Contents PREFACE Poe CURRICULUM DEVELOPMENT FOR TEACHERS is a ‘42 instructional material in module form which complements: PREFACE ? ‘te 3. coune ofthe New Teacher Education Curriculum. It clay approximates te conta of the course on Curialum curr = Care Een * Development as peed by CMO 3042004 and amended by Mocs Th cho Cael od he Tat owe Len | Cs Senne Sila the ahr mail ia Project WRITE, Corn Cees eee ee, Development for Teachers balases theory and pce, ach module follows « distinct patera or format wth a short at ~The eee owe ef Oem onan 0 Iniodacry pct or Tle Of; nase sede o Content Foes To Th Con Criss Defi, Naren Sep 20 ctv to magn te foes of Te Acton, @ Refacion fot 1902 -Aprosce Abt eh CHA nD ‘aber er inking a Sef-Check for evaunion Ls 3 Cart Delman Proceed Ma aS? ‘em Fas of Caren Derapaet—onnnn mm 31 (Curren «Crag Th CP en “ Meo The Tec CD Des Ret ‘eno | - Peden of Caan Dep? emt 2- Apter to Criclin Degg 56 am 3 «Cae MA ‘Craran3-mpementng Th Coreen TE fa ero eoeermae nme eee eee |Lasson 3 - The Role of Technology in Delivering the Cuireulum.....92 Serene cere ee (Caapter 5 addresses ‘Cuarran 4 - Teacher as 4 Curriculum Evaluator... 106 std w tna net ee ee meer a = Wi Why od How Bin aC nO {aso 2- Crem Brion Thregh Laing Assent nt em Pas san imager ee Scanned with CamScanner(Curr -Curehm Devopaeat Rearmed Eaten Moos 6- Cerne Up fr Fun: Cun Rati pine? ‘eso The Ene Bis feo Ae 6201312) el? ost 7- Queues Bunt Edo: aso Ean Teer ‘Shader Onan ee en ass xan + Ossmes Bed aston fr Tchr Ppt Cin i {sow 2 Ease Tec EatinCarcm Ancored cn RE... a Neo - Cri Lanai 21°C Coon ATE "ow 1- The 2 City Cure Landscape nie Chom 72 ‘a 2- The Fn Aen fa Carction Mati A Clan Mey a stot fables Tale 1 type inne edvecag, - Tie 2 taal era eo eat Pap ge aon ‘teresa tot igre ‘Tek Sari Seto, Fim 2 AeieaisTact- 4m. Masia Pe Sa Gramand Tater 7 Curriculum Essentials The Schoo! Curriculum and The Teacher ‘Mode | ill tou stole andthe ence, Thi Jnwoducary nodule exposes the diferent Opes oi in be teacher's clasroom and echo. Further, Module | dseies the Innportan ols of the teacher at a cuiclvst who enguges in the {Eiccat facets of cartels development an edeaios level Gar coricitun m Schoot x= > iscusted the dfeentcurscua that exis inthe scols > Enhanced understanding of the role of the teacher as & carcass > Analyzed the significance of curriculum and euriufum development inthe teacher's classroom Have you read “The Subre-Tooth Curiulum by Harold Bejemin (1939) Take some tne to radi and find oo what curricalara feall about thoee times, Start bere and enjoy reading. ‘Aman by the mime of New Fist HammerMaker knew bow to 40 ‘hing is community ead to have dos, sd he had the eer od wilt go ahead and do them. By vie of tee characte, be wos a2 ‘tucto maa, New Fist was also whine. Then 8 now here were ‘eng o which men woud at go to aol he abou and pa of Bont wr: Nav Fat got the pin Where bebeame soongly seed Wh ‘8s cumomed ways of ike He begat Sich gimp of wa 0 ‘we if might be nde beter fr wets fly a e008. BY ‘itu of this develope, he beam & dangerous ma Scanned with CamScanner‘One dyin desperation, omeoce made eto wilw twig ant found i new way t atch Suan the supply wat even more pen than tf. The Comemuniy aso devzed a stem of tape ct pa 0 sac the bears. Aten to change education sytem nl thse Rew ‘ecigus however ecoustered "sem oppesiion” ‘These ae alo siviles we need to know. Why cant the schools teach then? But tos of the tbe parteslry the wise old mea who called he boc), indslgey a hls suggestion. "Tat wouldnt ‘be educa. wold be mere on tech ish gring © ‘atch ah, we teach itt develop gentle’ gly which cia never be ‘Sopicated by meting and wo 00. gt 327s ton in 1999. Curiam then, was sen w & af pane owlege ght nhl of he 19 ctay. wo ete ne, the court of x crest han bended Inclade several modes of thoughts or experiences, [No formal, voo'formal or informal eduction exists witht # “Cassroms wil be empty with no curculum. Teachers Shromie eines ae, Coren na ‘eacher some sort ‘Sf emsten i bs dasteon tad a cece, In our cuent Philippine educational este, diferent schools are ised in diferent educational levels whisk have coresponding ‘toemended curcula, The educations! levels ace: ‘TESDA tes cae of technica-wocational education and taining 1. Basic Eduaton, This level inclode Kindergarten, Grade 110 10, forthe Soior High Sehool apd Grade 11 sad 12 and for {he Senior High School. Each ofthe levels has its specie ‘ecommended curiculum. The new basic eduaton levels a [provided fo the Kto 12 Eahanced Curcalum of 2013 of the Department of Education 2. ‘Teshnical Vorational Education, This is postsecondary {ectmialvocsenal educational sod walang. For he Teehoc ‘wack in SHS of Deped, DepEd and TESDA workin close oontination 2 Higher Education. This icles the Bascaularete o Bachelor ‘Dogies and the Graduate Degrees (Masterte and Docorae) ‘which are under te egulation ofthe Commision on Higher Béscadon (CHED) ao In whatever levels of schooling and in various types of learning xvsoament, several curiula exist Let us fd out how Allan Goes (2000) as mentioned in Bilt, tal (2008) casiied these: ‘Types of Curricula In Schools Have you realize that in every clssroom there are several pes of ‘curiam operating? Let us 1k into each one 1. Recomimended Curriculum. Alot all ofthe curscula found in our schools are resommeaded. For Basic Education, these ste recommended by the Department of Education (DepED), {or Higher Education by the Comission on Higher Bdvction (CHED) and Vocational Technical Edveation by Technical Edacation, Skills Development Autbrty (TESDA) These thee {overament agencies overs and regulate Philippine education. ‘The ecommentine cone nthe frm of memoranda po standards and guidelines. Other profesional organizations ited tothe UNESCO ao reseed caress 2. Written Curriculum. This includes documents based on the ‘guia eum. Thy coe in fom of co of ‘ody, slab, modules, books, instructional guides ‘Apter oft wrtsa corcalun i he acka's tain as. ‘The most recent writen curiculum isthe Ko 12 for Palippine Base Bdueation. Scanned with CamScanner‘esexsry depend largely on the teaching syle of te teacher andthe leaning rj of the learners. 4 Supported Curriculum is described as yopport materials that the teacher needs to make learing tod tevching meaningful ‘Thete inclede print materiale like books, charts, posters, , or soa piat materials like PowerPoint presentation, ‘ovies, slides, models, rells, mockeups and other elecoalc ‘luseations. Supported cricolum also includes Taiies where leaning oocus outside or insite four-valled building. These inclue the playground, scence lnbormry, audio-visual room, 250, museum, market othe plaza. These ae the places Where ‘en learing through diet experiences coeur. ist fad he progres of leaming, then fuhum is fr learning, but i It sf ind out ‘bow much fas been leamed or mare thea itis assessment ‘of fearsing. In either way, such euricalom is the assessed In every teacher's classroom, not al of these curiula may be picsent at coe time. Maay of them are deliberately Planned, Hi the ‘Rcommeaded, writen, ght, sported, assessed, ad leaned cura, However, a hidden curicolum i plied, and teacer muy or may ct beable predic is iftococe on learning. All of these ave iglcat parton the life ofthe tacher ab fcliator of learning and direct [xplicaon to the life of te leas. Act Ie TaklSare 1 Gata pc (Asad) uf, 2 Bist the Sire Coreen so sew the jwise * ioe 1 Dow he eo crn et pres? jos © he sans freee PO. Deseret tina of eriestom that exit at Gaeta eee ‘2 What does the author mean, when he said "A cca shouldbe tele” Explin. 4. What isthe ditereoce bwees edict ad ting? Acity2- Observing Carica fax Classroom Visit clasroom other than your owa with permission fom (he teacher. (lem, High Sehoo, Coleg). Do the two activites: 1. Observe he casroom ststin, 2 Interview the teacher ecu you heratin an nr on he rene 3. Receid your observation and interview on the matrix provided (Guide questions for Observation and Interview 1, What curcola are present in the classroom from my bacon? 2, What curiula are present a the classroom ftom my inten? 3. How do describe what I obseved? interviewed? 44. Ie here # ype of eurcua not preert inthe clasooc? Tent. Scanned with CamScanner "12 Comet Domanon nT Meds The en inmate 3 “Type Caretem | What tveratewnormation ete? ae et ener 1 et baer 1. Ise ecasary fo washers t ean about shoo! curicalum? ‘ny? Wels Jour anawer i the Space provided below. 1: Redommended | 2. Wines 3. Tag vi | sree 5. Assesed 6 Leamed Haden cam 1. Spin a Win: Agree or Disagree Rend ech statement and eid whether you Age or Disagree. ‘Wrne your anpwer before each number v 1 a he Ser Tote Curl ean i expen 2 the ay hat re exits moe thin oe eure in (he teachers clasroomn, 3. A teacher ean tay with confidence that learaing as ecard, ithe cucalum bas been asesed. 4. Some curicul in the schoollasroome ate unwriten, 5. To entablish national standards, teachere should be pide by recommended curiam in sie aod higher elucation + Teachers shold expect that school curiula are dynamic od changing. 1 Braatod curioelum makes judgment about leering. 4. Textbooks and modules are writen curricula that represent the recommended cui =. Only the Department of Education can recommend a ‘camealsn. 10 tate her ofall the types of cui, the teacher hs ‘major rl. Scanned with CamScanner“ ran este 1-mesooucunaaanans Toe 15 ‘Carcass inthe pat, are fered cly to thote who developed coisa theories, According tothe study conducted by Sandra Hayes (Gopi the moe infuenl euiculariet in Amer inctade John Dewey, Ralph Tye, Hilda Taba and Franklin Bobbi. You wil leam more of| them inthe fate art ofthe module. és a ic, il a ng wr err wdc Bare 10 Toscer 40 Curtutrit shitty aerate ex Cee ie an iodlmnealg, soning, anata os een eee ete ite itadag maybe deignted as curntularist A TEACHER'S > Eadaacd soderanding ofthe role ce teacher an | Soi muting min eae eae A TEACHER'S ‘cumulant elasroom and school @nuu ‘What specie role do teachers pay sa curiculrist” "Should they o tase nies? This eon wil bring al of you to an echanced understanding and realization of the multifaceted role of the teacher which Flats to the ‘caren. Let us fd ot! Look a the words isi the side the box. Read each on of them. ‘Wich one dteribes the eacer as cuiculast? Clothe word ae Gees") (eee) Cee) Fs fem} Go) Co) = osvoceceenarsar? Givens eae few] Ge) fen) Seecoore em eres ltt consideration several factors i panning a criss. Tas rade he ae, he gprs e for yo eae tat tracer re ssa i en compen? ee ana aes Ss ronan te Sea fe leren wong sher, By dole he teacher ‘teen, erin, cling wd earog” A cast acer at ofthe tine? What activity do you do lest of the tine? ‘Asa shel twee Tak 1, I maser te ebjo maior at Thave wo wach, [Yel — | ——No 2° 1 mpemeat win hve pinned for my tacking | Yeu 1 3. Imonior and mss ify students are ening | Yeu 1 4 Dna my civ ait my leavers in my | Yeu] No here '. Lied inthe inplenention of ew cucu | —Yex— | __No inmy soo. 6. Twi nso trials based 0 he ‘esnmmendal shea ure ta! | we 7 "Lig for ter ays of ong to grove teching ‘ain ny caso —re_ | ‘Step 4 Consolidate te data of 30 teachers nu matrix Tound inthe ‘Appentic Step $+ Report erst of your survey to the whole cas. Scanned with CamScanner1am a Teachert Who Am Ias a Curvicelarst? Instruction: Yetty who am 138 Cuscularist based on the cates reseed (Cage 1:1 hve god ides how to mike my emer pystenton 10 {he les. wil we the pew ides sd Sind ot will week ‘Who aml ara cumicalis? (Case 2: Dep sent the standards, competecies and guidelines in ‘enching the Mother Tongue in Grade Ifo our school. T il ‘Sudy and ute i in the coming schol year Who tm I xe 8 ‘Sener? (Case 3: Thee isso much 10 doin one schoo! day seem not ble to do all,bur rhave lo accomplish somthing for my learners ive sade a duly scvity psa fo guide he, Who ama Tas 8 crcl? Case 4: tone poe hs he Wot Tete a coms ‘one to be used Sa my class io Literatore: Who am Tas 8 canta? (Case 5: My clats ig composed of learners from different home . maces cuir 1 naot ore Tonesgeis gi grteey” in teaching 19 ce respond tothe diverse Ja ny rata, Tico at are ae aye ore red one myst? and It worked: Who an T's 8 ‘Uses days Iwas ale to produce lesan exemplar winch Iam ‘rood of Who a Tas a curcularist? (Case 10: I grade 7 to grade 10 ofthe Ko 12 Bohanced Curriculum, iene asa subject is ead learaed fn asp pte Tsp of he Dep eee ot ‘be cuvoulom [am 4 Biology malor, and T have tsuficient ‘A. My Reteton on Case No__ (refer o eases 11910 above) Scanned with CamScanner20 cme Dneanen For Taoe (EEE The Teacher as a Knower of Curriculum ode? demi al crc nema of defo, ta a to seg ne a nell Wye tac tne ‘tothe’ wot nr pangs freee ee Read.foday’s headlines 1, “Philippines Shifts to K to 12 Curialur™ 2. “Nature Deficit Syndrome On the Rite Among Schoo! Chiles 43, “Teachers are Reluctant 10 Teach Beyond the Writ (Cariealun” 4. *Co-curicular Activities: Lea Diseaction?™ Opportunities or 5. "Parents Get Involved in School Learning” What can you say of these headlines? Do thee reflect what are ring on ine school? Sboud the public know and be involved (OF ther eaear? What sre the inplicatons of each headline {othe clsroom exmesiam?” Each member of society seems to view school curriculum irre, bene hee se varied demands O9 what schools should do ‘mod wat cureulum should be twught. Some would demand reducing ‘crculum should be uedersiood by. teachers and other stakeholders. For curriculum affects all teachers, student, parents, politicians, ‘brinesamen, poferonala, goverment offical or eve the common people. Like many concepts in education, there seems to be no commen etaiion of ‘curcunm’. Beeause of this, the concept of cures is sometimes characterized as fagmentary, elusive and confusing. However, the Word originates fom the Latin word cree refering {o the oval tack upon which Roman chaviots raced. The New International Dictioncy defines curriculum as the whole Body of @ course in an educational institution or by a department while the Oxford English Dictionary defies curticulum as courses taught in schools or universes. Carculum means diflereat tings to Sferet opi. “Sometimes educators equate cuiclum with the slabs fe few regard ia all the teaching learning experinccs Wh he stadeat encounters while ia shool, Numerous defotons indicate ‘ynamism which connotes diverse interpretations as influenced by ‘modes of thoughts, pedagogic, plosphies, pial as well > cultural erpecive Her ae some of bem. Some Defstoas of Curriculum 1, Aplanned and guid st of learning expericnces and intended ulcomes, formulated though the systematic reconstruction of Scanned with CamScanner2 3. The contents of a subject, concepts and tasks to be acquired, land activites, he deoed learning outcomes and experenecs, Droduct of cultre and an agenda to reform society make Up 2 umeulom. (Sober, 1987) 4 A curiculam includes “all of he experiences that individual Teams have ine program of education whose purpose is to Achieve broad goals and slated specific objective, svi Ss Planood i tm of famowork of theory and research or pest nd press profesioalprachee™ (Hass, 1087) 45. AS programme of activites (by teachers and pupils) designed ‘0 that pups wil aan so fr a8 posible cen edveational and ‘ter schooling ends or objectives. (Gru, 1987) 6. A plan that consists of leaming opportunites for a specific time fame and pce tol that sae t bing about behavior changes fn atedents as result of planned activites and Ineludes Teaming experiences feclved by stunts With tbe guidance the schol. (Goodland and Su, 1992) 7. As answers to three questions: 1. What knowledge, skis and ‘ales ae most worthle? 2. Why are dey most worthwhile? 3: How should the young acquire them? (Cronbeh, 1992) ‘Some Points of View of Other Curiclarists Since the concept and meaning of curriculum are shaped by 2 person's point of view, this has added to fagmetsaio onfision However, when put together he ‘diverse points of view, would describe cusculum as dynamic and perbis ever changing Point of view about the curriculum can cither be traditional: or progressive according to their philosophical, pseyhological and fen paychologcal orientations. These views can also deine what 8 rculum ie all about (Carielum from Traditional Pins of Vew ‘The tediional points of view of curcslum were advanced by’ Robe utchins, Athur Beso, snd Joseph Schwab + Rob curriculum as “permancat studies” where cules of grammar, reading rhetoie, logic and ‘mathematics for base education are emphasized. The 3Rs (Reading, Writing, “ithmeti) should be emphasized in basic ‘education while iberal education should be the emphasis in ‘olege ‘+ Arthor Bestor as an ests believes hat the mission ofthe ones cursus should “Snciplines of gramme fe mathematics, sence, istry and foreign language Wide 2-Mhe Tecra toon tin 206 ‘+ Soxeph Schovab thinks thatthe sale sure of euscukam isa ‘acing, hu the sabject arene such a Science, Matbematies, Soni Stes, English and many mote. Ia ealege, academic ins re laelled as humneiis, sence lang ‘mathematics among others He eained the word dacpine a8 8 ‘uling docene for curiculum development. ‘+ Philp Phen sess that cain shold consist entirely of nowledge hich comes om varius Jasin. Colleively rom the eadonal view of he theorist ike Hutchins, ‘Schwab, Bestr and Phin, curcutum exp be be defined as Aeld of study. Curcalum i igh academic and is concemea with broad Historical, philosophical, psychological and social issues. From 2 ‘eaiional view, cucu is mosly writen documents such yas, ‘course of study, books aod reurenes where Knowedae i found Ba ‘ied asa means fo accomplish intended goals. (Curlclam fro Progresive Pot of View ‘On the other hand, litng of school subjects, lb, course of| study, and lst of specie discipline do not make a curieuium. In ts ‘onder tem, «progressive view of cucuum te tol learing ‘expences of he individual. Let ws lok into how cursulum s defined fom a progressive point of view ‘John Devry believes that education is experiencing. Reetive ‘inking i mears tut enifles curr elements at ested ‘by application ‘+ Hlotin Caswell and Kenn Campbell viewed curculum a ll ‘experiences children have onder the gudance of teacher + Othaniel Smith, Willan Stanley and Harlan Shore likewise ‘etn cual as «sequence of poten experiences, st UP in shools for the pups of dcipining children and youth a ‘troup ways of thinking and acting ‘+ Colin Marsh and George Willi also viewed curicuun a all the expences inthe clasroom wich we panned and enact by the teacher and also lesrmed bythe students The nature of curriculum has given tse to many interpretation, depending on a person's philosophical eles. Let us put al of these interpetatons in» summy ‘CURRICULUM js what is taught in school, «set of subjects, a conta, a program of side, St of mse, sequence of couse, ‘Tae of performance objectives, eventing tat anes within te schoo. 11'S whats aug side and ouside of seboo deste by the teacher, everthing planned by school, a series of experiences undergone by Tearmers in shoo! of what individual learner experiences as result (of scbool. In shor, Curiclum isthe otal learning experiences ofthe eames under the guidance ofthe teacher. Scanned with CamScanner2A Comes Oommen For Toes “Traditional or Progressive: Whats your View of ‘Corriesiam? 1. What i your oun definition of curculum? Write down your ser inthe space provided 2 Do you have ations view of « curculum, a progressive ‘lew or bok? Explain your view based on your deinon, Label the desciponsietiniin on the let with ether Traditional (1, © Progressive Ne, Deserpion Activity ow | ‘Teacos ee eu 1 each the Book om cover © cove Tie eames can cnet content, hen te ure hee ‘Chin ae sven oppor 0 play outdoor. ‘Parats sed ciléen to amity type sebool with aid cpl “Teachers clon fo each Beyond the writen cricolom ‘Precqui 9 promotion for he next grade ae ails eli. srping and anne on Teche roid varied experiences forthe cen [Spec arangenct of canals ne couse sibs Lesing can oly BS achive in scoot, Cosniclr activites ar planned fr alo patie Pick up 1 daily newspaper and ead, today's headline. Choose one snd reflect om thi heal ha relates onthe Curclam and Yo yo? iesoming» curios. Wet your answer ina Tent to paragraph Gres spproccnes avout schoo! Curriculum] Described the diferent approaches sbost school cucu > Explained by examples how the approaches clarify the ‘Sctmition of euros 2 Reflected on how the thre approaches intra with each coer From the various definitions, we realize tht curculum is viewed in many ways. Let us look back and use he definitions as a way of ‘assifyig how curiculum i viewed, In this leon, let us Jak the curriculum as ether a Content, x Process or Prodact to fly the dierent perspectives of what erica i all sot This ean be ne way of eppronching a eureulum, @zmmm "The Was a Appreching& Cartm Cyrinlan canbe psc or ec jn he ways an be denned t's eat seas ty oon. yee cas Sans rel er et Se Se pet arian: Fo appeal fs coe ‘Tinowne tbe tonite Sono apse ht proce Foe ceerees eee narra teagee (fous or i nly apps be Gharoon whe’ Carcos Spaces 1. Curriculum asa Content oF Body of Knowledge Tes guite common for uadtionalis to equate 8 cureulom 8s 3 topic oie, subject mater, oF concepts © be nluded inthe sabus fr books. For example,» primary tehoo! mathematics eureculan {onsist of topics om addition, mulipication, subtraction, division, Siatane, weighs and many more. Anotber example is tn secondary ‘shoal science that involves the siady of biological selene, physical feicnce, environmental sence and cath science. Textbooks tnd 19 Scanned with CamScannerbegin with ‘sence with he jologicel science such ae plants and animals, physical cal elements force and motion, earth selene with 1. topla appronch, whe much contents is based on knowlege and ‘experiences we acces, 2. concep pprch wih fewer topics inches around major and Sb cones td ei interaction, wih readaes emphases, 2. tuemati approach a » combination of concepts that devel * concepts and " 4-rdolareppoach that leads 1 complete units of nsetion. (Criteria in the Selection of Content ‘There are some sungested criteria in the selection of knowledge Or smbject mate (Seber, 1970 in Bilbao, etal 2009) Significance - Content should contribute to ideas, concep, ‘ciples and generalization tat boul atin the overall popose tthe cariculum. Tis sigaifeant i content becomes the means of developing cognive, sffersive or peychomotar skill ofthe ‘eames As edocation ls way of preserving culture, contest will ‘evegniene when this wil dea the outa context of he 2, Validity» The auteaticity ofthe subject matter, forms its vali. Kaowledge bovomes obsolete withthe fast changing times TRUS there is need for validity check and verification at regular Imerval, because content which maybe valid in is orginal form, ‘ay not conic to be valid in he current ties. ‘3. Uity- Useless ofthe content in the curiculum is relative to noth? Ther atone eim 27 he leamer who are ging se thes. Us canbe relative © {ie tay bave been uel te pst but ay not be wt ‘Sow or ine fae. Questions ike: Wil Tse asi ny fre 506? Wala essing 0 my Ie a long ieare? Or wl ‘he abject mater be uot i saving Caren concer? ‘4 Learnabity- The compleiy ofthe content shouldbe within {he range of experiences ofthe learn. This is based on the Deychelgical principcs of learing. Appropriate erganizaon Ee content sands and sequencing of contents ae tro Base rites hat weal infocce leary. ‘5 Feasibility - Can the subject content be lemed within the tine “lowed, raouc ala, epee of te tooo wd te fare of ie lamas? Are there content of lamang which can {elearod beyood the formal eachinglearing engagement A ‘here opposes provided lea ese? (6 Interest - Will he leavers ake intrest inthe content? Why? ‘Arete contents traning? Wha vale wil the comes ve {Githe pcan and Rie ie ofthe learocs? net oe of be ‘diving foes for set to bear beter ‘The selection of the subject mater or content, aside from the seven crite eaioned ear, many incade the following guide ia he ‘clean of he CONTENT. (Guide in the Selection ofthe Content in the Curreatam 1. Conte is commonly wed inte ily ie 2. Cont is appropriate tthe maturity levels and able of be leanen. 3. Content i valuable in meeting he needs and competes of tbe fone cree 4. Content is related to other subject Belds or discipline for ‘Scrpiemenaion ad intepaton 5. Cootest is important inthe transfer of lara acpi, BASIC Prinetples of Crrcuum Content Tn 1982, Pata the principle of BASIC as » guide in 2, Pana popes the pei Sequence, in other i the cuviculum. ASI. refers to Balance, ‘Arica, Lbtogatce and Const In ergnizng coatest ‘or puting together subject mater, these pice are wef a 8 guide Batance: Content shoul be fly dbus deh ad ‘rea Tir wil gumrante tht sgnicant contents should be covered {o avoid too mach orto ite ofthe contents needed with i he Cine ‘owen. Scanned with CamScanner28 mous Demanon For Toes Articulation - As the content complexity progresses with the {aps oc overaps inte content. Seamlessness inte conant i died nd'em be and if there ls artculstion i the curiam Thos there {fod off eam among wes and implementers of eurculn. Sequence ‘The logical arangement of he content fest sequence ‘order. This ean be done vertically for deepening the content oF ‘ovtaoally for brodeing he sume content In bo ways, the pera ‘ually i Gom easy to eacapler, what is known tthe unknown, wht is caret to someting inthe Fare Integration - Content in the curiculum does not stand alone ot io laolation. It has sme ways of relatedness or connectedness to other ‘contents Contets should be infused fn other dicipines whenever le. This wll provide a whalisc er unified view of euiculum Testead of segmenation. Contens which ean be fegrated to other dlcipines aurea higher premium than when frolsed. soaSrtioaty - Content when viewed at curriculum should errs low ast was bofore, tower it now and where tw should be persia H eodures tine. Content may not ‘This section will nt discuss in detail the different teaching strategies fom where leasing exprinoes are derive. Rather, will escrbe bow te proces #4 Jetror of cucu (understood, ‘The content i the substance ofthe cacsm, how the comets wil be Communicated snd lesmed wil be adresad by the process. ein nsroeton, implementation, teaching. These ee words connote tbe proces inthe cuviclum, When edoeatos ask teachers: What ‘carcalum ate you wing? Some of he anewers wil be: I. Probles- ited. 2 Handion, Minds On 3. Cooperative Learning 4. Blended CGricalim 5: On-line 6 Case based nd many mre: These responses Seproach curiclun t Proce. These ar he ways of teaching, ways ‘of managing the content guiding learning, methods of teaching and earning end strategies of teaching or delivery modes. a ll ofthese, there a acti sd scons hat every teacher and eared together ‘or leamere ate guided ty the teacher: Some ofthe sateen are ie ‘ected taditonl metbods while others ae enerpng dlvery modes ‘When curiclum is approached a « PROCESS, guiding principles are present 1. Curriculum process in the form of teaching methods or Seaepes are meant achieve tc ead. 2. There singe best proces or mictod Is effeciveness will depend on te dened fearing outcomes, the eames, Suppo ‘atrial and the teacher. 3. Curicaam process should stimulate the learners’ desire to ‘eveop the copnive affective, psychomotor domains i ech ‘oad 4 Ie eis of meds, rang and ching wes sald be considered. 5 should result to learning outcomes ‘HA an be Gaede copativa tee and pyc 6: Flexi hg ae of the proceso methods should be ‘omidered An effective proccss wil ivayn real leans ‘utcomes 7 Bot teaching ad learing re the two fmportant processes in fhe inplresiation of te euriclem. 3. Currcalum as 4 Product ‘Besides viewing coricl es content tt i 10 be tranemited,o¢ ‘proces tht gies acon wing the conten it has ls been viowed as ‘Product. In other word, prosut i what the sunt Genre fo acheve “The product from the cuiculum iss sadest withthe knowledge, skills and vales to function effectively and efficent ‘Approach The real purpose of education isto bring about signifant Scanned with CamScanner20 Camonn Oran Fontan sin 2-The Taser a Ker of Corea 34 hes aerate of beh gan’ ey es See Ee ee stn Sa CORT nahn we CHOICES in Cote Biting canes or daed proc se dt cous aod wachog ee oa aoe oer tetod sy Wepied tod deal aun Pode of canny ToeaehSnmeicte ai alee ears roses Carcin pect fered i fom of eucomes which ae — sire ogee! rang omen Tae myreseend | | 8 [Gwinn mm at eases sid cag cones ta ithe pe isnt sorb et = stay neces il te acned Thee recor aenencd | [ D | 2 Aster — Teaming outcomes are demonstrated by the person who has “A _[ 3. Curricuun a the subject rater CeProthict Siok aac untalon areace me ak ot eng 7p mm Seiad poems eben fit Gee ote one soos be nuas [Deva | Scan se scone fering Ebates exam F | Ctententevefonoe reset ertoonty [Ebates Activity 1: Maki Inventory of Curriculum Approach as Content, athe cata ‘eect man om [Raves eating = arr eee 2a oe taney we miaeneey Coens [come senting and perennial, om fs 1 farare spration Proome, H_| 8. Aw i nt ofcnten1 ther fl = ieee eee cea es ee “Title of the Book: — masites Sue se wn — re as rea = 2 Inaractn:Rt ing fom iste, tow would you prepare read ™ ‘yourself to become a teacher, using the three approaches to tye | Anita Rae | Avot es Beitr nc i be pes bathe Coens te | River conten See | comme | | hea Scanned with CamScanner32 came Oomenen For Toes Curriculum Development: Processes and Models > Explained and summarized the curiculum development process ‘and models ao ‘Curculum is dynamic proces, In curiculum development, there sage always changes tat occur ata intended or improvement To do ‘is ere are modes 10 us fom well known curious ke Ralph Tyler, Hida Taba, Galen Saylor and Wiliam Alexander which would help clarify the proces of curculum development. There are ‘any otber models, but fetus us the thee fo his lesson @amums CCorrcuium Development Process rs sea Sent me nr pane me ae rae te at seeridees ee eee eed e etme eemetaeeet pee a palaces eee ite aerator eee te Bowed tot teenk tenor Baers 1. Carriculum planning considers the schoo! vi and goals. I aso includes the philosophy or song educa bel ofthe schol. All of these will eventually be translated to classroom dese Icaming outcomes forthe lames 12. Curriculum designing is the way curculum is concepualized to include the selection and organtzation of content, the Selection and ‘of tearing experiences or atviies and the flection ofthe assessment procedure and tools to measure {chieved learning outcomes A curriculum design wil also de? Teche maton Comaam 33 include the resources toe wilizd and the statement of the ended leaning eteocs 3. Curriculum implementing in the classroom setting of the Tearaing eavionment The teacher who i the flier Of learning, leads in puting into action the plan which s based the euriculom despn. Together withthe eamers, the eurculam esgn guides what will ape inthe elstoom with he end in ‘Siew of echioving the inendedIearaing ovtcomes Implementing {he currieulm fs where action kes place. It involves the ‘civics tht tranopire im every tescher's classroom where Teaming bosoms an ace poss 4. Curriculum evaluating determines the extet to which the desited outcomes have boon achieved. This procedure is on. {going asin nding out the progres of Tearing Comaaive) or {ema of learning (uma). Along th Wa). evalaton Will termine the fais that have hindered o sopported the Internation. wil lo plapant where tnpeorement can bbelmade and corrective measures inrodbeed. The result of Calton i very import for decision making of camila laner, aed implementers. ‘Carrcalum Development Process Models 1. Ralph Tyler Model: Four Base Principles Also known a5 Tyler's Rationale, the curriculum development ‘model emphasizes the planning pss. This e prssated fm Bis ‘book Basic Principles of Curriculum and Tnsruction. He posted ‘our fundamental peecphs which are Husa as answer tte following questions: 1. What education purposes should schoo eck to aan? 2 What educational experiences can be provided that are Tay to aain these purposes? 3. How can these educational experiences be effectively organized 4. How can we determine whether these porposes are being ‘niin or no? ‘Tyler's model shows that in curriculum development, the folowing eoneideratons should be mae 1. Purposes ofthe school 2 eaionalexprinces rtd the purposes 3. Orprization ofthe expciences 44 Evahuaton ofthe experience Scanned with CamScannerz ‘Hilde Taba Model: Grassroots Approach Hilda Taba improved on Tyler's model. She believed that teachers should participate in developing « curriculum. As 8 fyaesrone ppreach Taba begs liom the botany, rather tha foo the top as what Tyler proposed. She presented seven major scp 10 he inst made! sich are the flowing: 1. Diagnose of lamers ncede and expectations ofthe larger | 44 valuation: The lat step of the curiculum mode is valuation” A comprehensive cvluntion xing a variety ‘of evaluation techniques is recommended. it should Tivolve the tot educational programme ofthe school {nd the curefumn pen, the effeciveness of Instruction nd the achievement of stents. Tarough the evaoation rces,caicuum planter ad developers ean dctarmine “pth or nt the goals af ts schoo andthe obacuer 2s society 2, Formulation oflaring objectives 3. Selection of leaming contents cu 44 Organization of fearing contents 5 6 ‘ot insirtion have ben met All the models, utilized the processes of (1) ulus planning. (2) curriculum designing, (3) ‘culum implomeating, and (2) cuculum Evaluating Aes 1: Compatizon of the Tree Mods (by groupe of chtere of 3 1 3 pasons) Seleton of leaning experiences Determination of what o evaluate andthe means of doing 3 Gaten Saytor Wiliam Alexander Curriculum Model Galen Saylor and William Alexander (1974) viewed ccuricolum developmest as consisting af four steps. Curiculm “x plan for provdin sets of leaming opprunite to acueve bond slucational goals and related specie ebjersives for an identifiable Population served by a single shool canter” 1, Goats, Objectives and Domains: Curriculum planners begin by specifying the major educational goals and specific objectives they wish to accomplish, Each tajor goal represents a curestum domain: personal | development, human feletions, continued learning | a Insrveton: Wit your group menbers, deermine the similares and Aierenees ofthe thee models of Curcom Development Process ow are the model similar? Sine Fees [yee Th Selor& Aleande skills and specialisation. The goals, objectives and ‘oma ate Mentified and chosen based on research Aaings, accreditation standards, views ofthe different | | ™® stakeholders 2 Carriulam Designing: Desiging of » curriculum | Tellows where appropriate leaning opparinitics are determined and how each opportunity is provided. Will the curriculum be designed along the lines of aeademic Silor 2 tscplines, or according to sient needs and interests ‘long themes? These are some of the question tat need to be answered a this sage ofthe development process designed curriculum Srotont| plans wher lrctional cbfctfes ave ‘ethed an! eppoprin caching methods ad state reat Rove the ened teaming atone Comment Scanned with CamScanner36 CpmaauaDoaonen ForTeoe eave 2-Te Tercera 37 Dies ames [We a Sere Aes er en a 1 — Ghee rounaavons of Curriculum Development aT II Nixie ovo > esc he foondtins of uric development > Explained how each foundation iaftoenes the cari sercopnent QD CCariculum development is anchored on 8 very solid foundation. Although considered w be anew discipline, i signcance i the ht ‘taba developments has now been acknowodgod. What piospieal ‘store, pelo! and tocilogia nsession the eurent ‘choo! cricuum? How 60 these foundations refet the developmest ‘ot curciom inoue 21s sens enero an arin enizoemest? ‘Who are the denied cures with hee foundation? Let ws find Foundations of Curriculum 4. Philosophical Foundations = =a Serer] See a, ee od evan ete Seen petty tomes | tee a as ee eee i ‘questions like: What are schools for? What subjects are important? | Spear epee ee eres era “The various sstivies in school are iuenced in one Wy, og note y's lesopty. John Down iaceed the se of “fearing by doing, he being a prapmatst,Or fo an esenls, the focus onthe fundamentals of eading writing and atc are ‘Sse scbjet athe curiam, Scanned with CamScanner28 CmmonmDnaenoe ForTooes assez metanrmatnos Conotin 30 ‘There are many pilosphie in education but will oly have few to ‘thst as presented by Ornstein and Hunks in 2008 A. Pereoisism Rim: To edacte the rational person; cultivate intllce, | 1 Role: Teacher asst student o thin with reason (eial thinking: HOTS) + Focus: Classical subjects, Iteraty analy ‘odurag. + Trends Use of eet books (Bible, Koran, Classics) Libel Ane [> Stnad tc caiesom development movement |& Covriculum at scence ‘aude vende }& Corzlam pears eames for aie }& Onjccsves and aces romped together when ise cee Curriculum i . Fran et (1561959, BL Essentials Aim: To promote itllecna grow af lamers to become: compeient. [Role Teachers are sole authorities in the subject area. Focus: Ensen! skit ofthe 3Rsy Essenal subjects 1 Trends Bock to Basis: Encllnce in Education. Cultural Lie Bobb, crcl i sien nd rphsizes sent nes ‘objcives and acives sould mach, Subeet oer cae oman noon j ©. Progesivsn ‘Kms Promote doen oc ig. } 5 Rele Tather len ir gow and Selon of elon | fewer + Focus: Interdisiplinary subjects, Learacr-centered Gutcomes bre. " | + Treads: Equal opportunities forall. Contextualized | © Carica re purposes whic ae ei omioolam. Humans conered noe | The pon of the cui chil develo sconsrtionisa fd growth, Th projest method wa nadaced ‘+ Aim: To improve and reconstruct society. Education for ~i idgenck wave Cocker at oni yar +, Rat Teacher sts as agent f change an refs =a A pleas bres cat fone etiedeee seca 1¢ The curiam develops social reatonships and 2 Trends: School and curiolar reform. Globe education. sel pow nsreton Collaboration and Convergence. Standards and | | iim Kipanik ams195) Competencies | | ‘© To Rogg,curiculam should devclop the whale ‘id. Ie idonered. With the statement of objectives and related Teaming scien, curiam shold podacs 2. Mistrial Foundations ‘Where is curriculum development coming from? The histcal foundations will show tous the cvorologial development ‘long timeline. Reading materials weuld tell os that curieolum ‘development started when Franklin Bobbit (1876-1956) wrote the beacons book “The Curriculum.” Let us see how exch one contibutd 10 © Hold Rugg emphasizad sec suis andthe ‘uricuki development during thir ov tape Hore are eight among ‘escola curiam i ihe ‘he many, we consider to have peat contbuton. es Scanned with CamScannersant tetecw settee tometen 4 5 - —— 2. Prychoopel Foundation of Curiam fnctone of tenes, eranizad knowledge and Psychology provides a basis to understand the teaching ‘leamer’s interes. = and learning process. It unifies elements of the learning process. ‘Guesions wth can be adressed by peyebologal fodations So ers conan Cl evcaon ae How chal scan be opis to enhance Ieaming? What isthe optimal level of stadens"partieipation ia Cis tof experince. Subject mater Ieaming the various coon of the curcuum? in this module we [Sceveloped sound sei function and eae" shall consider thre groupe of laring Uheores!behavierism oF ieese sociation theorcn: cogative information processing theres ad hhumacise teres (Orsticn& Hunkins, 2008). Let us review some thcorie im learning related to these clusters of lean ote [As one ofthe hallmarks of curriculum, Tyler clever that cariculum fs a science and an 3. Association and Bebaviorsm xension of choos ploy based om 2.2 .copve formation Procesing Theory ‘erm oeods and ee, To Tyler. corvculum is always related 10 Inenweon, Subject mate rgeized in tt noted, ls vls ‘The process emphasizes problem solving, The curiclam aim to escite generalists and not ‘Specs Comiton Faber fhe Csi! Conditioning Theory eS Tony ‘+The key teaming is eager fit ‘ri the wht you wat hem Beso Raph Tyee 0902198) © Conta tothe teostical and podagogie! fontatons of cosets development and eel ‘thinking in social sos curl. (© Helped ty the foundation for diverse student am Pie EI) population + Champions te Connection Then 1 opal he hve sof ening nde Ta 192.1967) Law a redness © Described tow cucu change i eoopinive aw of exec na Law of fet “© Teachers sd caricalum speci constitu the [fofeoal creo plane ‘© Significant improvement theough group cctv Specie itr hae spss rege head Marine 4180) Peter ue 19922012) Scanned with CamScanner¥ overt Gage (1916200) + Proposed the Hierarchical Learning Theor, {exis flows a hissy 1+ shir hse on preequste conditions cbt: ean Piaget (196-1980) "¢ Thewis of ens Paget ‘+ Desrbscopatne development in terms of Sage fom bro many 1 Serre tags (2) repertiona tage G2, corace operations age (7-11) ah Fama operations (I~ omar) + Key to leaming ‘+ Assinittion Gncorpration fe expense) ‘Accommodation (easing modieaion snd acseaton) + Equllrcon (lance berwecs previous end « i Ler Voges 18961930 = Theory of Lev Wysotky Clr txnission and development (Gilden could result f ter teraction ‘ithsociy,actaly perform cea copstve ‘son pir to aniving at evelopment age ening prsederdevetoment Steoeltual development cory 1+ Keyto Learning ‘Pedagogy csateslesming processes tht lead to development ‘+ Ghild is an active agent in his or her ‘sfucaional process. "© Garters ipl tigenes ocesing foreatn and ee ways a ‘lowe indepen fen another + Eiht ieigeees: Tings, lio. ‘dowarinie Howard Gardser ‘¢ Emotion contin the power to affect action + Emotional Quotient ane Goleman 33 Humanistic Pychology Penney | a + Gemalt Theory | + Leaiog sepia interns of wiles of ‘bepeatiem + Horan beings ot spond ented sti ‘altos erento pater of ma 1 Key oleaing | = nein compen and sac 1 eames ana he problem, dirine ‘erwen eatin and Ronesseta ded eve reasons «+ Lenmar will rete something in renin {he ole Whavbow tay perce rele | ek revions experenes estat | Scanned with CamScanner4 Cnmenn nmcmen Fortec Abram Mason (8061970) 2 Ghetto efor tnt * tbe iced cag node « Pateyame in tm mton,bted okey weaning + Produce «healthy and happy camer who ‘an ecomplih, grow and atalize bis oF ‘er human sl. ohn Dewey (1489-195) > Considered two fmt ements fed i scent be mar toes ped ‘Sesion sod recmnrucion Wo ete ‘periment inligence and play r = Cat Rogers 190-1987) Nondeatve ad Therap Lanning esabshed cousaling postures and ‘mehr fiating ering. + Ghar perepion, which are high indvdulsi ines Who leasing and ‘tava ins Key toleamingix + Curialom coneemed_ with press. not rout, pon eds, nt sbjet mater, ‘yeholgia mening, bot conitv sors Ato Tote ‘Wt the bok Fue Shook ~~ Belived hknowledge shoud prepare stadents forte Fare > Sopp hat in he ee, pres ii ave a thersouees cach petted ers fm ‘me aa eal of xl ot in ep (tome seeing) : Colaba an ndependon of ease ‘Socal Foundation 1 of Curriculum, Persons Symbols (Contbuton ‘Schwot and Sees > Sociay as. source of ange > Schools as agents ofctanse > ownge as an open of ange 1p summary, the foundation upon which cuviculum is tased swe sda! Jlosopies. histor! davelopment payehoogist ‘iplantons, and societal fluences. Al of thee foundations sre fntelaed to each Aetviy 1: Explore the Web (oy Groups) Incretion: 1 Fam of five members, Choos a group leader With al the ‘up emboa search two outstanding personales in the Custer of Camculum Foundations ‘rho conbuted 1 ‘uriculum devslgmen. Wetethe Bography You may a ‘ter persons not alae nthe Tt piven fn thi lesson Custer I~ Pilsopial Foundations (Chater 2 Historical Foundations Chater 3 Peychologcl Foundations CCuser + Sociological Foundations Scanned with CamScanner‘ethan 3 pages shot see bond paper double spuced, wih list ‘freterencee the end. eam ‘Quick Check! Tag the Person 2 Se ey ip fe ied pom td ‘What significant contribution can you recall about this person? 1, Lev Wypotsy 2 Daniel Goleman 3. William Kipack 4. Hilda Toba 5. Ralph Tyler 6 John Dewey 1. Abeaham Masiow Cart Ropers 9. Franklin Bbbit 10. Alvin Tote = Aer discussing this lesson, rfc onthe following questions. |. Mentify which among the foundations of curriculum, has {influenced what you have learoed i sebool as a college stent? 2. How will the thinking of Abraham Maslow influence your teaching practice ithe tare? 13. Do you agee with what Alvin ToMer states mater anima omiowt AT Crafting The Curriculum (CEENEER The Teacher as a Curriculum Designer rom ‘A curriculum as a planned sequence of learing experiences sould be atthe het ad mind of every teacher Every teacher 3 ‘curculrist shoud be involved in designing acurialum. fat, i ‘oe ofthe teacher roles ara cures A such, you wll be 8 part ‘tthe inlets jourey of your lames. You wll Be providing them the necessary expences that wil enable the lear hat ou inlet them lean ‘AS cuniculum designer this ask was not given so much ation fn she past Every single day a teacher design leon or ullizse ‘Secu tht has been made and was previously writen. Designing ‘mculur isa very challenging ask. [eis bere whee he syle and eat of the teacher come Ine Thus this mode will provide the Sscesary conenp ad activin tal you ae a teacher caffe 1 35 Soe prepa yout t bea curiclum designe, Gree enieneniats of uric Designing ex > ented the Fendamcntals of curisulum designing > Appreciated the tsk of designing a curiclum Balding on Peter O's 10 Axioms for Curriculum Designers Before cer ren cuit wold bo of get ingore to ennet a he adrenal concept nd es abut he sural coed fa’ Module t and 2, Every cual deipr, implemen, er ertontot ‘Seal tae in mid the flowing general thos ide cue. elope (Oia 2005) 1. Curriculum change is inevitable, necessary, and desirable. Enter twas sted hat oe of the characters of corcuum Scanned with CamScannerits boing dynamic. Because of this, wachors should respond {0 te changst that acer ia schools and in its contoxt, Societal {evelopment and knowledge revolution some s0 fase that the ocd to addres tbe changing condition requires new eurriculua, ston Curriculum reflects a8 4 product of ‘ts time. A relevant ‘urulom should respond t changes ought about by cumrett Stal frees, pilosopiea!pastions, pryeholoteal principles, ‘pew knowledge, and educational reforms. Th pals called timelines, ‘3. Curriculum changes made carler can eis concurrently with fewer eurricalumschanges_A revision in 4 col stants thd ‘nds slowly. More often, cucu i gradually pated in and ‘hase ut ths the ehange that osc can coon od oflenines ‘veraps for log periods of ine. 44. Carviculum change depends on people who ill implement ‘the ebange, Teaches who wil implement to cuculum shoul te fvoted int developmen, Hence sould know ow -esign a csculi. Bezaue the enchre are the implementers ‘ofthe cuculum, i is best ha they should design and. owa the ‘changes, This ll asire an eective and long sting change 5. Curriculum development Is # cooperative group activity. ‘Group dessins In sme aspece of eurculum Sovlopmen a Shggested. Consulatons with staksholders when povsle will {dt a sease of owneshp. Even lamers should parcpate ia Some aspect of curiculam designing. Any sgnieant change ia {he euriculum should involves baad vange of saksholders 10 ‘in their understanding, soppor, and input. 6. Curriculum development is decision-making process made {rom choices of alternatives. curclum developer or dorset Iost deide what contents hot teach, philosophy or point of view fo support how to provide fr malteultual groups, what Tatiods or tteges, and what ype of evaluation {0 we 7. Curriculum development is an ongoing process. Cntinaous monitoring, examination, evaluation, and improvement of Sicula af to be considered ia the design of th curiam. ‘As the needs of learners chaoge, a soviety changes, and as ae fowtedge and vchnoloay appear, the cuiclum must change & Curriculum development is more effective If it ix a Comprehensive process rather than 4 "piecemeat™, A ‘Curriculum design should be bared 9 caefl lan, intended. ‘utconos clay establishes epport sourest sod needed tie tvalable and tnching staf pedagogical equipped. ate Teton secure 48 CCurzicalum development is more effective when if follows a ‘ptemate proce A cuieuum design composed of desired ‘uteomes,subust mater content eoriplemented with ferences, ‘set of procedures, needed materi and resources and evaluation procedure which canbe placed ina matrix 10. Curriculum development starts fom where the curriculum |, Cumicalum planners and designers should Begin with exising urreulum. Am existing design fsa good starting pot for ‘my teacher who plans fo emkaoce and enrich 4 curriculum, Building vpon the ideas of Oliva et us contin laring hw to dssign a cavcttom by identying is components For mes eurcala the major components or slements sre anewers to the following (questions: 1, What learning outoomes need 10 be achieved? (latended earning Outcomes) 12, What content should be included to achieve the leering ‘outcomes? (Subject Mater) 5. What learning experiences and rsoures shall be employed? (eaching-Lenning Methods) 4, How will the achieved learning outcomes be measured? (Assesment of Achieved Leaning Outcomes) Elements or Components ofa Curriculum Design “Therese way Ibe onanes fr cuicuum design. Some would call it syllabus ora lesson plan. Some Wool cll unt pen or & ‘aie ofthe cocon components fot ‘of them sc smo the sane, However tome schools, instnion OF ‘epartmeats may ad thee minor pats o immungs to the design. Let us take the Lesson Plan a a sniscule curriculum. For ¢ Jess plan oF teaching guide includes (1 Inicoded Learning Outcomes (GLO) br the Desired Leaning Outcome (DLO) was forme labeled behavioral objectives, 2) Subject Maier or Corea. (3) Teaching Bnd Leaming Methods, and (4) Asessmet Evaluation, Each of these Components ef elements Is dscribed below 1. Behavioral Objectives or Intended Lesrai Outcomes Begin with the ond i view. The objectives or intended leaming feuteomes fe the reasons for undertaking th laraing lesson rom the students point of view. Tes ested leaning autome tat f 10 bbe aecomplistedla'a parieula ening episode, engaged jn by the Tearmere under the guidance of the teacher As 4 uriulum designer, the beginning of the Teaming joarcy Ts th lesraing outcomes to be lchleved. In thle way, both the leemer a the neko ae guided By ‘what ecomplch Scanned with CamScanner50 rman Comenen For Toure ‘The behavioral objectives, intended learning outcomes or desired ‘earning outeomes ate capressed In scion words found in the revised Bloom's Taxonomy of Objectives (Anderson and Keathwohl, 2003) for the development ofthe cognitive skills. For the fective sil, {he taxonomy made by Keahwobl and for the psyehomoter domain By Simpson. ‘The statement should be SMART: Specific, Meanurabl, Atma ‘esl erent and Time bound. Por a beginner. ft would belp if You ‘provide the Condon, Ferspance and Extent or Level of Perfomance [ithe satement of the intended carning outcomes. For example, lesson intends the stents t enti the pars of 4 simple flower or sated in esred lean outcomes shoald be "must Inve Hated the pars ofs simple lowers” Sometimes the phrase intended Ieaming outcomes is used to refer 4o the emcipted results ater completing te planned ectiviy or lesson. {In framing leaning outeomes iis Good pace fo" ‘© Express cach outcome in tems of what successful sudets Will beable todo: For example, raer than stating Students ‘ill be able explain the reason Why. shouldbe “Stoens ‘st have expltned te asons wh” This ele student 0 {ocas‘on what thy have to achieve as leaoing. It mil ao feipeariculart dives approprise assesment tacks “© Include ditoren kinds of outcomes. The most commos ae cogaltve abjeetives(earing fact, thers, formulae, Principles cic) and performanes outcomes (earning how {0 cary out procedures, ealulations and processes, which ‘ypicallyInclade gathering information snd commuticaing ‘ul In some coptxts alfecive outcomes ae important 28 (Geveloping sts or values eg those required tea pees nd fora prteulr profession} 1M, ContenuSubject Matter The couteat ofthe lesson oF unit i the taps or subject mater ‘hat wil be covered. In selecting covtent, you should bear in mind the folloming peacpls in ation to howe mentioned abou he cor previous lesions. Subject matter should be relevant to the outomes of the ‘curriculum. An effective curriculum is purposive, clesy ‘cured on the planned learning outcomes ‘+ Subject mater should be appropriate othe level ofthe leson ‘rtm A elfecive curiam is propesive, eal sudets towards ballding on previous Irons: Contests Wich art too basic or Io0 advanced for the development levels of learere make sudens either bored e balled, td afc hit ‘motivation te lear, ase) Tser ascot onto 51 ‘Subject mater shold be upto date and, if posible, should eet curent knowledge and onoape ML References ‘The reference follows the content Ills where the content or subject rater as bon taken The reference maybe a book, 2 edule, ‘rany publication, Kus bear he autor of theme and if poste ‘he ptlicaions, Some examples are given blow 1. Project Wid (1992) K 0 12 Aciviy Guid, tedscpinan Supplementary Conservation and Emironmental Education Progran. {Council of Exvzeametal Eduction, Bees, MD James and Ser Wilson al (2005). A Invdution to Phtee Stent Teaghton Miia Cs: Baton MA 2. Ramo, Sve B01), Harte on Expat Coe ‘Lorimar Publishing lac. Quezon City as 4. Bilbao, Para P. and Corpus, Brenda B. et al (2012). The Teaching Profi Pad a. Lovina Publishing le Queron City 1. Teaching and Learning Methods ‘These ae the scr whore the learner drive experiences. It is alwayr good to hep m mind the caching nesta hat todents sill expetnee (estes, laborsoy case. feldork ete) znd make ‘dew Team Te fenchinglerang tnthods shoul allo cooperation ‘ompeiton a wel iiidualsm o independent leaving among be Soden. For example: ‘© Cooperative leaning acts alow students to work ogee. Sted re guided io lar on thee own to find solos fo thor potions The ole ot the tacer ro gulde te lees DDemacatie proces cacouraged. and each one cones {othe sucsom of leaning. ‘Stodents leat from eachother ia ‘Ways, Group projets and ati conelderably enhanes he cure tes allow teamers to develop persona apostle dees of indeponce to les how {o eam is entanced. This segy is more appropriate fer fst eames. Scanned with CamScannerto provide learning “experience ie rcomncnde. Gale eaing tnd sila moses [se nereasingly important in many curiule but these nec ‘te planad carcully io be ffecve- VI. Assessment/Evaluation Leaming occurs most effectively when students reeive fedback ke. when they receive information ao what they have (and ave 00) ‘lteady loam ‘The proce by which ths infomation Ws Boncated {sseement Thar thts ma fons | © Setfassessment, though which a sualent lars to monitor and talus hr own learning. This should bea signicaat element inthe curielum beeause we aim to produce graduates who a2 spprepiatelyreficeive and selene ‘© Peer assessment, in which students provide feedback on ca ‘thers leaning’ This cam be viewed an extension of fll ‘Sscsmcnt and prempposes trot and mal respect, Suggest that student can Team to judge each other’ work 35 relay stat © Teacher assessment, in which the teacher prepares and administers tess and gives Teedback on the tents evfomanes Assessment may be formative (providing feedback 10 help the student learn more) or summative (expressing # judgment 08 the Student's achievement by reference to stated erin). Many auessmt {aks invlve an clement of oth © an soignment at is marked 8 retired fo the studem with dstied comment Suave vcsnent wily ives the cation of mks steps the teacher make docsons abot te prog elonnance of be Soden. a Students usually eam more by understanding the strengths aod weaknesses of their work than by knowing the mark or gre given tori. For this eason summative assesment tasks (cing ween ‘cxaminations) should include an element af formative feedback, possible | plain of the Fendanesal Componenti ther Carl ‘While our example, refers only to designing fston plan which is a mini curicalum, sinilar componcos wil also be used in making 1 syllabus fr teaching higher educalion coutses or ober cucu projects. Based on the curriculum models we have learned. the Findsmenta components include the following: ade 3- Re Ter anaconda 53 ‘Major components of « Course Design Syllabus 1. tatended Qutomes (or Objectives) 2 GontenSubjet Mater (with references) 5. MathodsSttegies (wth needed resources) 4. Eralation (means of assessment) All other additional components are immings tht each designer may place, This addtional part imay be a insutiona tcrplate, ‘Suggssed by ober curriculum experts and as required by educational fgencies like the Deparment of Edueston, Commission on Higher "Accrediting, Agere, Profession Oranzations tat Wold seve the purposes thy intend to seve Activity I Finding an Example Inston: With partner 1. Secure a copy’ ofa sample Lesson Pl 2. Using the mari given ew, analy the sale You cured and give your ruggstions Bae onthe peiples ted cones ou tenet hie med ‘Componens Copy frm the Sample |Your commentnggeioe Tateded taming | OcomesOtjeaies | Content ater | MeiodeSintege. ‘EvauaionAssessment Scanned with CamScanner5A comes Donen For Tenens ‘Answer brie 1, wns bray. fone principe of Olive is reflected inthe Leston Plan? Explain nsrueton: Provide sane to te incomplete sentences stn 3 tbe carson ler 85 ‘Aller reading and diseusing with my classmates, this ftsson on fantancnale of curiculum designing or ering 2 euriculun, 2 Sold casicuum be designe ony by on pon? 2. If you were to improve the design, what will you add, or subtract or mes? Write you e-design suggestion, 1 realize tat Which of the concepts do you clearly understand? Answer Yes or [No to the questions that follow ‘Questions = Reseed and cureaar desgner eT 1. you thiak, cuca change i invite? 2 Does cuit change ot consider the existing ne? one “4, Should ny change in carcalum cde an eslaton process? 5. Does cucu chang ans total vena? r<|~ =] <] =< 6, Shoal lnming utcomes be considered first Boor the omen 7 Should tschng methods consider ely the experi ofthe teacher? 3 1 Ae time esd etd ike inductive ad ecre no lone et x 9. Should contents be opined ad relevant? y 10. ete oly one deve hat tench soud know? v ced to If you got 10 comect answers out of 10 items, Congratulations ‘You are now ready to move 1o the next leson IF otherwise, You need Testor. Good lick Scanned with CamScanner156 cman Doone For Tun tn)-T oes Cnn 7 LL Subject desig Wat sbject are you teaching? What subject {re You lking? These ae to sample qestons ht the ear Sod the learner ean easily anrwer. In i fo Beene they are ‘alia wit he mbjet design cxical. Subject design eaiclum isthe cet an so fi the most ‘amir design fr teaser, paris ed ther lyme. Accord {o the edvocts, subjct dig has an advusiage bees it ‘uy to deliver Texbooks are write and support fxtrtionl femme learning sto compartmtliza I sbeies 9 m0ch tbe conte! ‘td forgets bout student” satura tendencies, interests tnd ‘xparence. The teacher becomes te dispense of owed “Types of Curriculum Design Models ‘There ae many ways of lokiag st curiclum and designing cone. For eur own purposes let us focus onthe mot widely weed examples 1, Subject Centered Design ‘This isa curriculum design that focus ‘who firmly believed in this design. As practiced, school bours are ‘located t different school subjecta rach as Seionce, Mathematics, Language, Socal Studies, Physical Education, and other. This a0 ‘practiced inthe Philppins, because school day is vide io clas 13 Correlation design- Coming from score, cold curiam. Paro, schoo! yar into quarts or semester Most of the schools wing ‘design lak separate subject design in order to reduoe {Bis kind of srature and carculum design tim for excellence fa the ‘rapmentaion, Subjects ae related to ope another tnd stil Speci subject discipline cones. ‘matstaie the ideaity ofthe subject. For example, English erature end socal eadts orelate wall inthe elareatary Subject-centered curriculum design has also some variations which ace focured onthe Individual rabjet, ‘and 1 combination of subjects or disciplines whichis broad fleld er {nterdaeplinary. Scanned with CamScannerecru deg coher ld cone tga ad plan Ga ‘eaves coon ns 14 rend flea desig/interdicipinary- Brosdfieds or Inrecplany wt vataion ofthe saecvec 122 Experience-centered design This design is similar othe cil centered dengn- Although, the focue remains tobe the chil, ‘xpercoce centred design believes that the itrets and eds of learere cannot be pre-planned Instead, of te fcamers bosome the sang point ofthe curt, thus the School environment is left open and fee: Lenoers ‘ws made {fo choose from various sctivitis that the teacher The ‘3. Problem Centered Del Generay,problem-ceatered design draws on socal problems, eed iteren aod bios of he laren. Various problems ae given ‘copharis Thre se ore ha centr 0 if staions, contemporary Ii proba, aces offing and mony others. In this cumniculom, ‘omar cus acous eject bosndarier and must be based on the neds, ‘concerns tnd shies ofthe atdents Two examples are given forthe ‘Problem. contared design curicchim. 4 aoe Suet aa ewer Hepes wenn iiss Scanned with CamScanner60 comcam Domne For Tae siea Terenas suinte Dain 61 “7 Ceci dees Abe cue f gta | __Minpor sC orl Cote ph seerrtee ta a ences | Yeon ta Boe cues epeeyOTs | 2 Abc ale aoa el dhe BERR rer | Centereach ‘Step 1. Make group consensus on impertnt problems Cecile ny eee eng Stop 2, Develop eritria for seton of portent problem 5. Provide a motvating upporive leaning envionment for at ‘Step 3. State and define the problem, | the lamer, Sip 4, Dede on ars fs feuding lt roming. “Theil = centrod approach sila inthe example below ‘Step 5. List the nooded information for resources. ‘School X is anchored on the theory of multiple intelligences in all its ‘tp 6. Obtain and organize nfrmation, cuir an Gowan tava Bvegycseosm provid sv Snes where circ cau lnn onthe oe wine Seren ening Step 7. Analyze and interpret the infomation, ‘Source mune Lares ens cre we eng exer gt Init dln sores The scangement lowe fo be cape ‘Step 6. State the tentative conclusions, ‘every lesimer to be honed. It also allows learning how to learn, hence will ‘Step 9, Present a report to the class individually or by group. Prien came al epee fly wong ocd art Stop 10Evalute the conclusions ‘Step 11.£xplore other avenues for further problem solvin Subject-Centered Approach This is anchored on a curriculum pe ee < sssign which presen serie inne subjects fo very eden ‘These are some examples of cuniculum designs, There aco many | level: basic edoration, Higher education or vocsignal echnical ‘more which are emerging snd those that have evolved in the past Tho | Slucation. This approach considers the fllowing principe rte gn ay bend powever foo puro thc 1. The primary fous i the sbjet mater. ‘well present concn deans, 2. The emphnss is on bts and pieces of infomation which may te doushod frm i, Approaches to Curriculum Desi a . 3. The subject mater serves as 2 means of identifying problems ow will particular design be approached hy the cache? Afr ot ving writing a cureulum based on the specific desig, let wy ae how 8 4 Learning meats accumulation of conten, or knowledge, {each wil proach dix We wil id ut the lain of the exann| ea agree wm fel et eno 5 Teacher's ole so dispense the conten. ample of sec centered aprch is given below Child or Learner-Centered Approach This approach to | 6 be etd meee en uriclum desian is based on the undeingphilosphythat the ci Ty apa sting Sebo! Y as proce the es grades in he he lamer she cairo the educational poss. mean tht he | | gcogl gice. Every nr mst excel al seademe sujet be on mis consrvcted based on the needs topo very academe competion he pc lel of cog aliens, {85 beter he ener nce he feof leaning manny of he et toto nme of cot. Evry sudan i spect oe ana on op From ie design, tow should ti-cosot cosesam be |_| ecw mai oft dip, Mares nd earn ached? Lato enade hc piples reg Sil Te shod pres rp om elon eso Ca asic ne ea ssa sls ean mncsorir ad on Sav dsopoe Sse trea mln te cet [enowlede, sill, previous learsings an pote Scanned with CamScanner62 comonomer Fortes Problem-Centered Approach: This enroach is based on 4 Defined curichum mapping as part of eurculr designing > dete the purposes of cucu maps > Famiarized oneself of some example of euricolum maps Gum ‘A curiam desin is reflect in writen cuca eter 28 1 Jeson plan, syllabus, ant pan or a igger cara like Ko 12 Before acaba al pth plano design ino sto, one me eed | dow canal map. “Have you ever wandered ow 12 eso, 4 tha it cover period of ns ike hous, week, quater, emesr or he whale yew? ‘This leson, will teach ue curicolrste an immparsnt process and toot in curiculum development which are Cucuium Mapping 60d (Corulam Maps eam CCurieaum Mapping Curreutum mapri carting potest or procedure tht flows ind So a ence Sis Shor abr took Clagett ana eee aan ia eat eke a Sar Cac a2 ACD, Sty gece pe SS aero Re ee a ce at eke she a, Soo i ee le es eee acne poet ches eatag eae Mine ae SSeS AES Sta tas enc a ‘Some curios would describe curizulum mapying st making = ‘nap to saeuss Thee are conan quaios tht ae ake by flere ‘ahold, ke encom, congo prety scbvol ocala apd Ge ‘community ar well Those questo ay ise What do my stents lara? What do they sty inthe ft quar? ‘What are they dying inthe sceol troughout the year? bere (Cariculum Mapping Proce ‘Tete are many waye of doing things, ccrding © what outcome ce needs to prodace, This vaso trae with curiculum mapping Foowever, whatever ouicome (tap) wil be made, here are suggested sept fll Example A. 1 Make ax «spread shot 2 Place a tinclie hat you need 1 cover, (one que, cnt temas, on yest) Th shold be Gependcot oa tne Same tof parulr cures tat was writen 5. er the intended larg cuicomes, sills needed 1 be taht or tcieved tthe eo ofthe teaching. 4 Enter inte ame matic the coteatareas/subjet ara 0 beccoverd 5. Align aod name etch eoure avaible rch a texbook, ‘worabooks edule next to subject res. (6 Enter the teachingeating methods to be used to achieve the oseones. 7. Align so eater the assessment procedre and tol othe inttded lene outcomes, content ress, sd resources. ‘8 Create the map among all nvolved persoanel for ie ipa. 9. Revise and efie up based 6a suggestions end distbute fol oncemed. Scanned with CamScanner‘You will find Example A as 2 compooeat of an OBE-Iaspred syisbus forthe higher efucation, Hower, is can be media fot Basie education to serve the specif purpose as you wil sx in soe | saps. Example B (Fora degoe program in cllepey* 1. Make a mauix ora speaisheet = 2. deni the degree or program outcomes (ex BEE, oc BSED) 3 Idea she subjects or courses uncer the degree (Gen EA, Prof. Ed and Major for BSE®) “4. List the subjects slong the vera cll of the matrix a ¢ | logit! or chronalogieal order ‘Lint he degree proprrn outcomes slong the horizon call (ist ‘ie as POI, FOZ if leer ae fo lag to inthe al) PO means Mogram Outcomes 6. Gross the Subject and the Outcome, and determin if such Subject accomplishes the outcomes as liber Learned (L), ‘Performed () or given Opportunity (0) lace he code inte | corresponding eel 7. All cll should beled vp, 8. Ale accomplishing the map, this wil sve a age for all | ‘aches teaching te couse fo sens to complete the Jee | fn four yu. ‘The Currlelum Map CCunulum mape ae visual timelines that outine desire teaming outcome to be achieved, cote sil apd values laugh ister ime, assesment o be wed, and the overall dent movement towers the attainment ofthe intended outcomes. Curiclar maps maybe simple fr elaborate that can be used by individual tencher = department, the whole tehoa! or edacational system. A'map i geared tom shoo] ‘lender Curriculum meps provide quality control of what are taught Schools to maintain excellence, efMciency and effeclivenes. Iti Intended to improve isrucion and mana Guat of education that a ‘akoholders need wo be assed. Sometimes, parents snd teachers wold ask questions ike: "Why 1s my frend’ som studying decimals bw Mr Bernardo’ class adm) ‘own som ts not studying the Same ix Miss Tula’ class when they ae ‘of the seme grade level?” or “Why do some of my students recog the pars of speach while others are totaly lst?” Parents, teachers and the whole educational community can lac ‘atthe eoriculum map to se tht intended outcomes atd coatct ‘overed. A map ca reassre stakeholders specifi infomation for Pais 2‘ Based on the CHED OBE Handbook, 2014 ‘nd ligament ofthe subject havzontallyor veel It wll azo avoid 3 inoasisteacies and misilignent. Curses that ae not rect anol wil slow tomers o qc asen the masery of te ‘ils in the previous grade, to avoid wanes reenching For horizoatal ligament called sometimes a pacing guide” will ‘make al feathers, teaching the same subject na ge etl following tbe sume timeline and accomplishing tbe same leariog outcomes. This Isecessary for sutomandsed, sunduaesed assessment hat We ave in'ehools, Vertical alignmes, wil eto that concept development ‘thick mai in Bach apa form does st ovelp bat bung Eom stp o more corplited concepts and sie Alpament ether veal or heriznstal wl alo develop inerdisciplney connetions ‘tong cachre and stdea,beswen and emo couse. Teachers can ‘ory tht sll snd cotnt ae aaessed in ever couse or 0 highet Teves, this malig earning mre relevant. ‘A carticulum map is always a work in progres, that enables the (Cacher or the curriculum review team fe coate abd rereate the curriculum. It provides good information for modileton of flricalum, changing of standards and competencies in cde to Bed ‘ways o build conection inthe elements of te curl xample ofa Cureculum Map Here are two examples of curiam map. Sample A efor Basie Edocaton and Semple Bis fora College Level Example A: Excerpt ftom DepEd Curriculum Guide for Science 3 ‘how's sample fs map for Quaner Land 2A solu {or Code wat not nea -BLEMIENTARY SCIENCE GRADE lever content whch are 3 vi ‘Things 31 Pinan lee Iberian Venom. Cente Reogmigce | Lacan Son" | Sots Fig alatfenmmsr crane rewoo iisenne mone at ee jee tend ‘shia ag Scanned with CamScannertete2 Theres sCictmcotp 68 Saal Sample Al: Slece Curren Map Showing the Sequence of eee ore Meat per Grater Seems [ame ieee Bean a3 on Se | || | fete |ieee | Sg) tl tae —e = wen wemara ||| [Sem Sie SSR |S |S [ome [at ease Tg mls Eres Seoats hares GOA Pe ‘ample B- Cariceam Map for Bcilor of lementary Education thing Tinw [iets | Phen a] rte ll “Groton Cacaton Course) SE oe ee ‘ses — [FOF [FOr | FOF FOU FOS [POs | POT | POH ia alow elite tlolele | Be-HEERERRE seatmmams [re [| o [+o semen erseeseiea] ceo ena] amet | nr-one Tatiana PP role pe Besdee ths] ome | 2M el elele cfofelo] = ete lees) es (ur [ie tlol#lo Tape |e a | |S Se" liven | [eit irl rfolrlo eae a | See rv] et fafa a Se eres | eee nn Some. reartoaee [ee | P rlepele ero | Legend —. ‘Le Learned outcomes (knomtedge, shill, values)’ outcomes achieved in the ‘ait ‘rected he haa oom Qo le) (©: Oporto ‘ong ee Scanned with CamScanner70 cmon Oomonen Forno Nowe: 1 otal the profesional subjects are entered inthe mats. 2. Desired outcomes from the profesioal cours sre: PO! - Apply basic and higher 2Ist century sis PO Acquire deep understanding of he luring process P03 - Compreesive Knowledge ofthe content they wil tach. POS - Apply teaching process skills (curriculum designing, rmnrals development, edueatona aseument etching Eppractes) POS - Fuiluate learning of diferent ype of learner in diverse renvronments fearing POG - Dizet experiences in the Seid and clsrooms (seervaion, teaching assistance, practice tnching) POT - Demonstrate professional and ethical standards of the profeson. POS - Creative and inovat in thinking nd practic of emai teaching approctes. @uum Act 1 Lets Apply 1. Using the Sample Al for Science Curriculum Map, wht Inowiedge end understanding have you learned? Anaiyz> Se stata and answer the questions that fellow: 1.1 What are the main clusters of science content that student should lear fom G3 10 GIO? 12. How doer sience content progress from Grade 3 #2 Grade 10? 13 Whee jou lok a and analyze the map, what summary Seas ean you give? 14 Science Curiculum is spiral How do you explain that in terms of what you se in the map? the Sample B, analyze and answer the following ‘ely ‘questions 21 What the meaning of Practiced wi background for subject Teaching Profs ‘Apply base and higher 21*ceatary sls estes teeter enema ata TH 22 What is your interpretation ofthe colored cell with Teamed | hat eras between subj Social Diesen tad OS, Falla eaming of teat pes of learns 0 ‘vere learning 1. oes cuscam mapping help teacher endesand what ‘complih witha i period of Sse? curiam map a permanest document? 1 Can. carianmapbeip explant parents what hei Silserwe emg eat 4s curiatam maping asf only one teacher? 5. Can a cosiculum map a «too be used in Instructional supervision? Scanned with CamScannerCunieulom Implementing The Curt Development forTeachers (mmm 779 Teacher 2s Curioulum impromentor | TREE and Manager “The next step afte implameat i ‘As a touches, this isons ofthe major roles that you do in the shoal, Many of ts cule tht you ise ay have bes commended nd writen dwn. Your task (0 inplement such: Dally your ‘Rould be ready for implementarion. The noses of leuming depends on your implementation eo. ‘There i « miniscule curiclum like your lesson plan or a big fone lke the K 10 12 cureulum, You will be bth an implement of Snd a manager of these crcl, You wil pt ation to what hasbeen annod and designed. 1 you, tathr, who wit a ore meaning {the varooy actos in the clasroom. Thi wha we cal eching Styles. You have to make the day of the learner interesting, 2 Shavtnforgetabie: No eariclum shod sop at panoing oe Jesing pase. oe implemented. curiculur planing and designing is Good tek, Teachers! ame has Pot Cort Pepsin caiuin Outconica) > Defined curriculum implementation > Anglyzed what is change process in curriculum implemertaion| > Beplined the proces of curriculum implementation We hear teachers say: “Here go agua, another curricular change? | We are already overonde! Why do we have to do ti “This comme vole that we hee fom teachers and curiam Iimperenter. But a5 We mentioned casi change is ineviable i Clic development Tobe felevan we ead to change chinge for ‘he beer end tea be ebvouslysoen through implemeniaton, @xmmm ricum Implementation: Defined Following the eucicalum modes of Tyler, Tob, Saylor and [Alexander or Lewis the next ep fo cones designing Which 1 asic iplemeatng, Ti the pese wee teacher ation takes Plc, Tes coe of he ret rca process oer develope Eithough tay education planers vould say "A good plan i work aif dane Hh ino, ther halo tests af cure Azvelopment est he ands of he mplement whois he each. Curiam i on ans png imo practic he writen cori hat hs teen designed in sya, couse of td. camer fue, and subjects risa proces wherein the learers squire te ‘Planned or intended inowlder sil nd titudes tafe sed at Ecatng the sme leaner fo fenton oftsvely ithe ose. SADC Moe Aiea, 2000) “matin no Haskins in 1998 defined carl ingle se tue interaion beween he curelea at hs ben write 8 plaid ind the persone (cher) who aren shaged to deliver fee ety ‘Sain tnplemntion pie te flonng ‘Sti om whats the cuenta ew or eakanced cual. + Change in knowles, ction, aiades of he persons invld + Change in tetavor wing new snteges and resourees 1 Change which requis fos Rees gs should be achive Loucks and Lieberman (1983) define carculom implementation ss the tying out of new peatce aod What looks Tike when actly ‘sed ine sehool sytem. spy means that implementation should ‘ing the desired change and improvement. nthe classroom context, curriculum implementation means “teaching” what han becewalien inthe lesson plan. Implementing soaps ig the pln of io engage wih th ea in he Heating process with he ed in Yew tat earning hs fd learming oulcomes have Been achieved. I involve te dilrent Sratgis of teaching sith te support inreucional materials go with ‘be sate Scanned with CamScanner mane ses Conn tina 737h Comes Doman Fonte atte ae Conn pe eT In larger scale, curriculum implementation means puting the According to Levin, change wil be bet ifthe resting ‘crvielum Into operation withthe sifferet implementing agents. forces thal be dees, rer tan foeresing the driving force ‘Comrise Takes place in «clas, schoo, # ce, ‘Ass camoaar, bow woald you dos? Let us look frst atthe diferent changes that occur in the curriculum. Tis impotaat to idealy these as part of our Uderstanding of curiam implementation CCarrculum Implementation a a Change Process (Categories of Corialam Change ‘Kart Levin's Force Feld Theory and Curriculum Change ‘McNeil in 1990 etgorized curcslam change flows: Kur Levin (1951) as the father of social psychology 4 explains the process of change. The model canbe used fo expt ‘Caricolum change and implementation, In the education landscape, there re always to fret tht : ‘oppore each other These are the deving fee abd the retaining 2. Atteration-n stration, there i.» minor change fo the Sree. When these two forces are equal, the nat ls equ, of Suret or exiting caricchm. For example, insta of wing ‘alance. Thre will be a satus qu, hence there wil Beno change ‘The situation or condition will ay to same. However, when the AGriving foree overpowers the retining force, thn change will ‘occur If the opposte happens tats when the restraining force Is Stronger than he ving foes change Is prevented. This the dea of Kar Levi in ie Free Field Teor. We shall use this theory to explain curculum change, The ‘usratin below shows that ete are diving feces onthe lef 2d the resisting fores on the right I you look a he iustation there {sql Ifthe ding force i equal othe resting fre, ‘wil ehange bappen Do you think, here will be cucakum change inthis sion? Why? Davie Foe | ews Foe] Government Intervention | O ‘Fear of the unknown Seely Vas [seat tad to etange “Tectalogeat Chengss | B | Train vatues Keowee Hannon | 1, | Lime Rerees Adminsitrative Support Lal Obsolete equipment ‘Based_on Kevia's Force Field Model Scanned with CamScannerthe procest of change may contain three import 4 process, curriculum implementation should be developmental, parilefpatory and supportive 1 should be developmental inthe sense that it should develop multiple potspectives, uereae inlegration and make Leasing Stlosamots, ero llmate of opemess sh stand appreciate Sin arm sengths ofthe teacher, There shoud be teacher suppor {'teying now sts, rection on the new experiences snd chalege “There are simple stages inthe developmental change proces fer tho teachers. Fis, onenaton end preparation The ial seis ‘ery mochaneal ce futinary. However ae te lear honed ad Iawlery ofthe rstine i ease, oierion lowe. Tie ete [njustmonte are mace to beter mect the neds of the letmer tnd {clveve the luring sulcores: tn ti step thee il be comauout Fefction,fedback ahd rlincinen Participatory. For curriculum implementation to succeed it should be partilpatory, specially because other stakeholders asset enero Cem npr ap TT Activity 1: Kt 12: Can We Make a Curiam Changs? (By Groups) “The K to 12 ie the cent reform in our national basic ection ‘cariculum. There ae diving forces a well 5 fesuaining frees at ‘ffs t ipementaion Tn ober words, th re alors wil ake ‘te 12 suoreed bul here ar slo fairs twill make to 12 fl 1. What fetors make the K wo 12 succeed? Write these on the leftcolmn A. You may no il up al the boxes, 2. Whats factors make the K to 12 dic to stoeced? Write ‘hese onthe pt eoanm B. You may nt Bl up all he bos. 5. You se he mile oon the worden or balance being eres 1 Retanng Foren esr, school leas, parents and eurclm specie ae harstenstis of teicher ses, commitment, willingness o har skills an readiness azeerical to implementation. This should ‘etait rua rat pineal sey se ulation characteristics and ter factors rut among key player ‘oud alo be sought tis apoavesarting point ivolemert fnd participation encourage sease of ownetship snd accountbity Parteipaton builds Tearing community which is vary acessary In casculu implementation Supportive curiclum inplamentation erred in the process of cana Mail suppor ke spp, coupe, onda ‘ewonment like classrooms and aboraary shoud be made dralatls Likes, human spon evry mich pee The rol {ender or head should provide Tall school or nttiousl support it the implementation of the new carsesium. The) to0 have fo ais tovunderstand how to sddrestcariculum change ae part of thet Insrdtonal as wall as management functions ‘Time ie an smportant commodity for sucessful change proces. For any innovation to be fll implemented, period of three fo Ave years (9 insttuonalize a curculum fe suggested. Time is needed BY the teachers to plan, adap, tain or practice, provide the uoosrtry Fequlremenis and get sopport. Time i als needed Yo ‘Setermine when {he implementation sare and when i wil conchae, since euialam Implementation fs ime bound Support fom pear, principals, extral stakeholders wil add tthe success of implantation. When tachers share Ideas, work togeter, Solve problems, erste new merle and exit sce, re ely that ctsieatum implementation wil be welcomed Zenre-r-com 1L IPA is more than B,thece will be a successful curicum change 2 Af is more tan A, there wll bean success curiaa shang 3 And B ae equal, then there wil be 2 sas quo. Maing Sens of Curiulum Implementation 1. beers clas whore the eacher satay tsching. 2 Desoribe what the tucher i doing fr at leat the whole pov. 3. White down your obson uesons jon bated on the following Scanned with CamScanner78 commun Semone For Tne Mase dt madera preteen TO BA What wore the direat learners setivitie? 32 What di the tached, take he lamers engage it ‘Asa fre teacher, wha woud be your espoase to cucu Sahin. ‘plementation ep of cores change? Are you wilag 33. ‘ere majority ofthe children atively participating? SST pt ine cnt hy? Wy So ee vi shower 3.4 ide teacer cota mos of he activites? 35. Did the larers and the teacher together achieve the My Response o Curiam Implementation ‘Ses learingoutomes? Eapain Pevfst Match In column Aare concept out curicslum implementation CConsect a ine fom the bor on the Tet (A) 16 the sow 08 Be Fight (8) ofthe conect match Cotuemn A Column B ‘Concept Meaning/ Description ; Minor cream cmge li ao wo of «poata + beplemening Instead of porto arn anaes > Progressive steps frum ointaton to rection about Restructuring ‘he curcuur tat Ise characterise of a cui | Implementation. > Major cursieulam change like shifing from face * Developmental {0 face to online ithe doivery of an seademic Progam, ae > Curriculum process of puting ino action what has er ‘een planed sad designed > Process that ensures tha the cuiclum brings about + Change Process Something different and beter than before inthe ‘ese learing outcomes Scanned with CamScannerImplementing A Curriculum Dally in the Classrooms ex > Reviewed the component of «daily plan fr teaching > ented intended Ieeing tomes > Matched leaiag outcomes wth appropri teaching metiods Ca ‘A teaching stv i ike implementing « miieule eaiculm. A. ity lesson based ona planed or writen eurcla,wich wl be ur to action ty the cache nthe claxoom. Betoe the lesson en he {eacher must find out he sade have tly lene Let use how this proces wil be shown, ‘And the GOOD NEWS! DepED Order No. 70 5 2012 ‘Teachers of al public elementary and secondary schools will not be required fo prepare detailed lesson plans. They may adopt dally Heston logs ‘leh contain the needed tnformation and gude from the Teacher Guide (TC) {nd Teacher Manual (IM) reference material Wich page number, Interventions fiven to the students and remark to indicate how many stadests, mastered the lesson or are nding remedlati Hoowever, teachers with lss than 2 years teaching experience shall be "eguired fo prepare Dally Lesson Plans which shall nce the following? Objectives Subject Mater Procedure Assesement Assignment

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