UNIVERSITY OF CALOOCAN CITY

GRADUATE SCHOOL
Biglang-Awa St. Corner Catleya St., Caloocan City

NAME: Blesilda F. Corpin SECTION: PhD-EM 1A

PROFESSOR: Manolo C. Davantes Jr., Ph.D DATE: March 15, 2024

DEM 407 - MANAGEMENT OF CURRICULUM AND INSTRUCTIONS

MID-TERM EXAMINATION

Essay: Answer each question comprehensively .

1. What phase of curriculum process do you find important as instructional

leader?

The curriculum development process typically involves several phases, which

may vary depending on the educational institution or context. But for me, two of the
most important processes are monitoring and evaluation. Monitoring and
evaluation are crucial elements of the curriculum process because they play a
significant role in ensuring the effectiveness, relevance, and quality of the
curriculum. Here are several reasons why I consider monitoring and evaluation as
the most important phases of the curriculum process.
Monitoring and evaluation help educators assess whether the curriculum is
achieving its intended goals and objectives. By examining student performance and
learning outcomes, educators can determine if the curriculum is effective in
promoting student learning and development.
Furthermore, through monitoring and evaluation, educators can identify
strengths and weaknesses in the curriculum design and implementation. Feedback
from teachers, students, and other stakeholders can be used to make informed
decisions for improving the curriculum and enhancing the teaching and learning
process.
Also, monitoring and evaluation ensure that the curriculum remains aligned
with the overall educational goals and objectives of the institution. Regular
assessment helps educators track progress towards these goals and make
adjustments as needed.
 UNIVERSITY OF CALOOCAN CITY
GRADUATE SCHOOL
Biglang-Awa St. Corner Catleya St., Caloocan City

Moreover, monitoring and evaluation provide a mechanism for accountability

in the curriculum development process. By assessing the effectiveness of the
curriculum, educators can demonstrate to stakeholders, such as parents,
administrators, and policymakers, that resources are being used effectively and that
students are receiving a quality education.
In addition, the educational landscape is constantly evolving, and monitoring
and evaluation help educators adapt the curriculum to meet the changing needs of
students, society, and the workforce. Regular assessment ensures that the
curriculum remains relevant and up-to-date.
Lastly, monitoring and evaluation are essential components of the curriculum
process because they provide valuable insights into the effectiveness of the
curriculum, support continuous improvement, ensure alignment with goals,
promote accountability, inform resource allocation decisions, and facilitate
adaptation to changing needs. By prioritizing monitoring and evaluation, educators
can ensure that the curriculum meets the needs of learners and prepares them for
success in an ever-changing world.

2. Describe the nature and scope of curriculum.

The nature of curriculum refers to the inherent characteristics and qualities

that define the content, structure, and purpose of an educational program. It
encompasses the underlying principles, theories, and consents. Whether
curriculum is taken in its narrow view as a listing of courses to be taught in schools
or broadly as all learning experiences that individuals undergo while in school,
we cannot deny the fact that curriculum should be understood by teachers
and other stakeholders for curriculum affects all teachers, students, parents,
politicians, businessmen, professionals, government officials or even the common
people. Like many concepts in education, there seems to be no common definition
of “curriculum”. Because of this, the concept of curriculum is sometimes
characterized as fragmentary, elusive and confusing. However, the word
 UNIVERSITY OF CALOOCAN CITY
GRADUATE SCHOOL
Biglang-Awa St. Corner Catleya St., Caloocan City

originates from the Latin word “curere” referring to the oval track upon
which Roman chariots raced. The New International Dictionary defines
curriculum as the whole body of a course in an educational institution or
by a department while the Oxford English Dictionary defines curriculum as
courses taught in schools or universities. According to Studocu Module 3,
curriculum means different things to different people. Sometimes educators equate
curriculum with the syllabus while a few regards it as all the teaching and learning
experiences which the student encounters while in school. Numerous definitions
indicate dynamism which connotes diverse interpretations as influenced by modes
of thoughts, pedagogies, philosophies, political as well as cultural perspectives.
The scope of curriculum refers to the breadth and depth of the content and
skills that are included in an educational program. It encompasses the range of
subjects, topics, and learning.
The curriculum has a high degree of comprehensiveness in terms of its
breadth and depth. It encompasses various facets of students' lives, including their
needs and interests, the educational environment that should be conducive to their
learning, strategies for engaging and stimulating their interests, effective
instructional methods that promote learning, the social competence of individuals,
and their integration within the broader community. The concept is closely
intertwined with the notion of an individual's membership within a certain society.
The institution encapsulates its educational philosophy, the principles it strives to
attain, the objectives it seeks to fulfill, and the particular achievements it tries to
achieve. The focus is placed on the youngster. In the comprehensive education of
the kid, topics such as history, geography, science, and language serve as
instrumental instruments. These statistical measures represent the average values,
and as a result, it is imperative to avoid forcing youngsters to conform to such
research.

more
 UNIVERSITY OF CALOOCAN CITY
GRADUATE SCHOOL
Biglang-Awa St. Corner Catleya St., Caloocan City

3. How can teachers serve as curricularist?

Teachers play a critical role in shaping the curriculum and making sure that
it meets the needs of their students. By serving as curricularists, teachers can
create engaging learning experiences, promote student achievement, and contribute
to the overall success of the educational institution.
First, teachers can contribute to the design of the curriculum by providing
input on the content, learning objectives, and assessment methods. They can
collaborate with other educators to create a curriculum that is relevant, engaging,
and meets the needs of the students.
Second, Teachers can adapt the curriculum to meet the diverse needs of their
students. By differentiating instruction, teachers can ensure that all students have
access to the curriculum and have the opportunity to succeed.
Third, teachers can incorporate technology into the curriculum to enhance
learning experiences and engage students in new ways. They can use educational
tools, online resources, and multimedia to support the curriculum and make
learning more interactive and dynamic.
Fourth, teachers can design assessments that align with the curriculum and
provide valuable feedback to students on their progress. They can use a variety of
assessment methods to measure student learning and adjust their teaching
practices accordingly.
Fifth, teachers can engage in ongoing professional development to stay
current with best practices in curriculum design and implementation. By
participating in workshops, conferences, and training sessions, teachers can
enhance their skills and knowledge to better serve as curricularists.
Sixth, teachers can reflect on their teaching practices and evaluate the
effectiveness of the curriculum. By seeking feedback from students, colleagues, and
 UNIVERSITY OF CALOOCAN CITY
GRADUATE SCHOOL
Biglang-Awa St. Corner Catleya St., Caloocan City

administrators, teachers can identify areas for improvement and make adjustments
to the curriculum as needed.

4. Explain the different approaches to school curriculum.

Curriculum as a Content:
In this approach, the focus is on the body of knowledge to be transmitted to
students. Teachers emphasize teaching facts, concepts, and principles related to
the subject matter.
Various ways to present content include:
Topical Approach: Organizing content based on knowledge and including
relevant experiences.
Concept Approach: Clustering topics around major and sub-concepts,
emphasizing relatedness.
Thematic Approach: Combining concepts to develop conceptual structures.
Modular Approach: Creating complete units of instruction

Curriculum as a Process:
Here, the curriculum is seen as an ongoing process that unfolds in the
classroom. It’s not just about content but also about how learning happens.
Considerations include teaching methods, student engagement, interaction, and the
dynamic nature of learning experiences.

Curriculum as a Product:
Central to this approach is the formulation of behavioral objectives—clearly
stated intended learning outcomes. The curriculum is designed with specific goals
in mind, and success is measured by achieving those outcomes.
Remember that these approaches are not mutually exclusive; they often
interrelate and influence each other. Teachers and curriculum designers may blend
 UNIVERSITY OF CALOOCAN CITY
GRADUATE SCHOOL
Biglang-Awa St. Corner Catleya St., Caloocan City

elements from these approaches to create effective educational experiences for

students.

5. Explain and summarize the curriculum development process and models.

Curriculum is a dynamic process. In curriculum development, there are
always changes that occur that are intended for improvement. To do this, there are
models presented from well-known curricularists like Ralph Tyler, Hilda Taba,
Galen Saylor, and William Alexander which would help clarify the process of
curriculum development.
As mentioned above, curriculum development is a dynamic process involving
many different people and procedures. Development connotes changes which is
systematic. A change for the better means alteration, modification or
improvement of existing condition. To procedure positive changes,
development should be purposeful, planned and progressive. Usually it is
linear and follows a logical step-by-step fashion involving the following phases:
curriculum planning, curriculum design, curriculum implementation and
curriculum evaluation. Generally, most models improve four phases.
Curriculum planning considers the school vision, mission and
goals. It also includes the philosophy or strong education belief of the school. All
of these will eventually be translated to classroom desired learning outcomes for the
learners.
Curriculum designing is the way curriculum is conceptualized to
include the selection and organization of content, the selection and organization of
learning experiences or activities and the selection of assessment procedures and
tools to measure achieved learning outcomes. A curriculum design will also include
the resources to be utilized and the statement of the intended learning outcomes.
Curriculum implementing is putting into action the plan which is based on
the curriculum design in the classroom setting or the learning environment.
The teacher is the facilitator of learning and, together with the learners, uses the
curriculum as design guides to what will transpire in the classroom with the need
 UNIVERSITY OF CALOOCAN CITY
GRADUATE SCHOOL
Biglang-Awa St. Corner Catleya St., Caloocan City

in view of achieving the intended learning outcomes. Implementing the

curriculum is where action takes place. It involves the activities that transpire in
every teachers’ classroom where learning becomes an active process.
Curriculum evaluating determines the extent to which the desired
learning outcomes have been achieved. This procedure is on-going as in finding out
the progress of learning (formative) or the mastery of the learning (summative).
Along the way, evaluation will determine the factors that have
hindered or supported the implementation. It will also pinpoint where
improvement can evaluation is very important for decision making of
curriculum planners, and implementer.
1. Ralph Tyler Model: Four Basic Principles Also known as Tyler’s Rationale, the
curriculum development model emphasizes the planning phase. This is
presented in his book Basic Principles of Curriculum and Instruction. He
posited four fundamental principles which are illustrated as answers to the
following questions:
1. What education purposes should schools seek to attain?
2. What educational experiences can be provided that are likely to attain
these purposes?
3. How can these educational experiences be effectively organized?4. How can
we determine whether these purposes ate being attained or not? Tyler’s model
shows that in curriculum development, the following considerations should be
made:
1. Purpose of the school
2. Educational experiences related to the purpose
3. Organization of the experiences
4. Evaluation of the experiences

2. Hilda Taba Model: Grassroots Approach Hilda Taba improved on Tyler’s model.
She believed that teachers should participate in developing a curriculum. As a
grassroots approach Taba begins from the bottom,rather than from the top as what
 UNIVERSITY OF CALOOCAN CITY
GRADUATE SCHOOL
Biglang-Awa St. Corner Catleya St., Caloocan City

Tyler proposed. She presented seven major steps to her linear model which are the
following:
1. Diagnosis of learners’ need and expectations of the larger society
2. Formulation of learning objectives
3. Selection of learning contents
4. Organization of learning contents
5. Selection of experiences
6. Selection of what to evaluate and the means of doing it

3. Galen Saylor and William Alexander Curriculum Model Galen Saylor and
William Alexander (1974) viewed curriculum development as consisting of
four steps. Curriculum is “a plan for providing sets of learning
opportunities to achieve broad educational goals and related specific objectives for
an identifiable population served by a single school center.”
1. Goals, Objectives and Domains. Curriculum planners begin by the
specifying the major educational goals and specific objectives they wish to
accomplish. Each major goal represent a curriculum domain: personal
development, human relations, continued learning skills and specializations. The
goals, objectives and domains are identified and chosen based on research
finding, accreditation standards, and view of the different stakeholders.
2. Curriculum Designing. Designing curriculum follows after
appropriate learning opportunities are determined and how each opportunity is
provided. Will the curriculum be designed along the lines of academic disciplines,
or according to student needs and interests or along themes? These are some of the
questions that need to be answered at this stage of the development process.
3. Curriculum Implementation. A designed curriculum is now ready
for implementation. Teachers then prepare instructional plans where
instructional objectives are specified and appropriate teaching methods and
strategies are utilized to achieve the desired learning outcomes among students.
 UNIVERSITY OF CALOOCAN CITY
GRADUATE SCHOOL
Biglang-Awa St. Corner Catleya St., Caloocan City

4. Evaluation. The last step of the curriculum model is evaluation. A

comprehensive evaluation using a variety of evaluation techniques is recommended.
It should involve the total educational programme of the school and the curriculum
plan,the effectiveness of instruction and the achievement of the students. Through
the evaluation process, curriculum planner and developers can
determine whether or not the goals of the school and the objectives of instruction
have been met. All the models utilized the processes of (1) curriculum
planning, (2) curriculum designing, (3) curriculum implementing and (4)
curriculum evaluating.

References:
Bilbao, P P. et. al (2015). Curriculum Development. Quezon City. Lori mar
Publishing Inc.

Pawilen, G.T. (2019). The Teacher and the School Curriculum. Quezon City: Rex
Bookstore, Inc.