BEED 2A

PORTFOLIO MATRIX

Names and Task: Manipon Christian, M.

Meeting and Schedules Specific Topics and Activities Remarks: Essential Lessons learned from
the task
UNIT III PHASES AND PROCESS OF CURRICULUM
DEVELOPMENT It is said that without curriculum education
will be unfunctional. Curriculum is what gives
C. What is curriculum Implementation? the education the guide to attain its goal, aims,
and objective. Curriculum Implementation is
Putting into practice the written curriculum that has been something that is important in education, I
designed in the syllabi, course of study, curricular guides, learned that Curriculum Implementation should
and subjects. It’s a process wherein the learners acquire the be assessed and evaluate clearly because it is
planned or intended knowledge skills and attitudes that are what make the teaching effective.
aimed at enabling the same learners to function effectively
in the society. I believe that as a future teacher it is our role
to carefully and effectively implement our
Curriculum implementation process involves helping the lessons into our learners, it includes the
learner acquire knowledge or experience. It is important to materials, knowledge, and skills where the
note that curriculum implementation cannot take place students must acquire after each and every
without the learner. The learner is therefore the central lesson. I also learned that Curriculum
figure in the curriculum implementation process. Although Implementation is not all about the lesson or
there are various factors that also influence Curriculum the knowledge that a learner must obtain but it
Implementation like the resource materials and facilities, the is how the teacher inculcate the lesson
teacher, the school environment, culture and ideology, effectively to learners and as a future teacher
Instructional supervision and assessment. Implementation we should not only depend on the materials or
takes place as the learner acquires the intended knowledge that our curriculum provide, it is our
experiences, knowledge, skills, ideas and attitudes that are role to look into deeper to gain more
aimed at enabling the same learner to function effectively in information so that we can give the best and
a society. effective teaching into our learners. It is
Therefore, putting the curriculum into operation requires an important in Curriculum Implementation to
implementing agent. Stenhouse identifies the teacher as the consider the ` learners` as they are the center
agent in the curriculum implementation she argues that of education, it is the role of the teacher to
implementation is the manner in which the teacher selects make sure that the lessons are inline with the
and mixes the various aspects of knowledge contained in a interest and ability. It is to make sure that
curriculum document or syllabus into practice. Curriculum Curriculum Implementation is functioning
implementation therefore refers to how the planned or effectively when used by the teacher.
officially designed course of study is translated by the
teacher into syllabuses, schemes of work and lessons to be There are 3 elements of curriculum
delivered to students. The implementation, as an essential implementation, these are Developmental,
part of curriculum development, brings into existence the Participatory, and Supportive. Developmental
anticipated changes. refers to the support given by the more
knowledgeable others or the teacher in order
Ornstein and Hunkins (1998) As the interaction between the for the learners to accomplish new task and to
curriculum that has been written and planned and the have a reflection when it comes to their
person who are in charged to deliver it. challenges and experience. Participatory
focuses more on the help given by the
Loucks and Lieberman (1983) • The trying out of a new stakeholders, peers, friends, and etc., with the
practice and what it looks like when actually used in a help by the participatory the success of
school system. Curriculum Implementation. Supportive is
The term curriculum implementation had been defined in concern on the materials provided like
different ways by different scholars: laboratories, supplies to make sure that the
a. Afangideh (2009), describes the concept of curriculum Curriculum will be sufficient when
implementation as the actual engagement of learners implemented. These 3 elements are necessary
with planned learning opportunities. for Curriculum Implementation because they
b. Garba (2004), viewed curriculum implementation as the are the main instrument or parts that will
process of putting the curriculum into work for the ensure the quality of the curriculum that will be
achievement of the goals for which the curriculum is implemented
designed.
c. Okebukola (2004), described curriculum implementation A very important part of Curriculum
as the translation of the objectives of the curriculum from Implementation is to make sure that it meets
paper to practice. the learner’s educational needs and beneficial
to the student learning experience. This topic
d. Mkpa and Izuagba (2009) and Saugoleye (2015), has taught me that models are important part
maintained that curriculum implementation is the actual of Curriculum Implementation as they assure
engagement of the learner with planned learning the success of it. Models such as ORC and
opportunities which includes instructional materials that LOC suggested ideas in making the
would be used for its implementation at the appropriate implementation success, and RCA and
stages. Linkage Model are concern or focuses more on
e. Fullan (2009), is of opinion that curriculum the ways or process to make the Curriculum
implementation is a process of putting a document or an Implementation sustainable. Although their
instructional programme into practice. ideas are differed from each other, they are
important guide and basis that could help
educators in making the implementation
Curriculum implementation therefore refers to how the possible. I agree that these models are keys to
planned or officially designed course of study is translated achieve the goals and objective in the
by the teacher into syllabuses, schemes of work and curriculum.
lessons to be delivered to students
Curriculum Implementation as a change
Elements of Curriculum implementation process gives way to a new improved
curriculum. It is indeed true that with true
Developmental - should develop multi perspective and change we can create and acquire
make learning autonomous. There should be teacher improvement but along it, we must cope up
support in trying new task, reflection on the new with the challenge’s is would bring. We can
experiences and challenge. categorize Curriculum Change into 5,
Participatory - for curriculum implementation to succeed. Substitution, Alteration, Restructuring,
Because other stakeholder like peers, school leader, Perturbation, and Value Orientation. These 5
parents and curriculum specialist necessary. concerned with the period of change in the
curriculum. Kurt Levin use 3 important
Supportive - curriculum implementation is required in the elements involve in change process.
process of change. Material support like supplies, Developmental, Participatory, and Supportive
equipment, conductive learning environment like classroom, are the main components needed for the
laboratory should made available. change in the curriculum as they have
important parts in making the change possible.
In addition, not all are able to have change in
the curriculum it is because some are resisting
 Models of Implementation to it. Some of their reason are lack of
information and Fear of failure and because of
this, Kotex and Schlesinger have offered 6
ORC model major strategies for overcoming resistance to
change.

(Overcoming As for me, I believe that change is

unavoidable and we need to accept that. The
things we can do about it is to make sure that
Resistance to we can keep up with the changes happening,
change process is important because these
changes can help us move forward in
Change) achieving quality education that can support us
with our needs and with our changing society.

The letters 'ORC' Institutionalization is an important part of

Curriculum Improvement it is to assure the
implementation of curriculum. Through
stands for innovations we can make the curriculum stable
and lasting. It is just sad that most of
innovative ideas are being rejected or not get
'Overcoming adopted. I learned that through
institutionalization, we can come up with ways
on how to come up with the challenges and
Resistance to needs during the implementation of the
curriculum. It also helps in the betterment of
curriculum because through innovations (trial
Change'. This model and error) we can arrive with possible answers
to address the challenges and needs of the
learners to make the curriculum lasting.
rests on the
 Overall, Curriculum Implementation taught
assumption that the me that as a future teacher it is our role in
making sure that curriculum is being
implemented effectively. As it is our role to
success or otherwise deliver what is in the curriculum to our learners
through teaching, we need to make sure that
our lessons are planned carefully and will help
of curriculum the students acquire new learning experiences.

implementation
primarily depends on
the
impact the developer
make on the users of
curriculum such as,
teachers, students and
the society
in general. If we
desire change then
we must address
people's misgivings,
their
misapprehensions, or
other such related
factors.
We must point out to
them that what the
curriculum
incorporates,
wherever possible
and
appropriate, their
values, assumptions
and beliefs. And
while addressing the
persons within the
system, we should
remember that to get
the desired result the
subordinates should
be motivated
rather than ordered.
Curriculum
developers should,
therefore, identify
and deal with the
concerns
of the staff in various
educational
institutions when
implementing new
curriculum. We can
group
the concerns into the
following four broad
developmental stages:
Developmental stage
versus
Developmental
concerns: they are the
following
1. Unrelated
Concerns: At this
stage, teachers do
not perceive a
relationship between
themselves and the
suggested changes.
For example, if a new
programme is being
developed, a
teacher at this stage
may or may not be
aware of this effort. If
he/she is aware of it,
he/she may
not consider it
something that
concerns him her.
The teacher would
not resist the change,
because
he/she really does not
perceive the change
as something that
influences his/her
own personal or
professional domain.
2. Personal Concerns:
At this stage, the
teacher will react to
the innovation in
relation to his/her
personal situation.
He/she is
concerned with how
the new
programme
compares to the one
already in use.
3. Task-related
Concerns: This stage
relates to the actual
use of the innovation.
The teacher at
this stage will be
concerned with the
time required for
teaching the new
programme,
availability
of materials,
strategies to be
adopted, etc.
4. Impact-related
Concerns: The
teacher at this stage
will be concerned
with how the
innovation
will influence
others. When
working with the
ORC model, we
must deal directly
with the
concerns at stages 2,
3 and 4 in order to
serve the purpose for
which the change is
effected.
5
ORC model
(Overcoming
Resistance to
Change)
The letters 'ORC'
stands for
'Overcoming
Resistance to
Change'. This model
rests on the
assumption that the
success or otherwise
of curriculum
implementation
primarily depends on
the
impact the developer
make on the users of
curriculum such as,
teachers, students and
the society
in general. If we
desire change then
we must address
people's misgivings,
their
misapprehensions, or
other such related
factors.
We must point out to
them that what the
curriculum
incorporates,
wherever possible
and
appropriate, their
values, assumptions
and beliefs. And
while addressing the
persons within the
system, we should
remember that to get
the desired result the
subordinates should
be motivated
rather than ordered.
Curriculum
developers should,
therefore, identify
and deal with the
concerns
of the staff in various
educational
institutions when
implementing new
curriculum. We can
group
the concerns into the
following four broad
developmental stages:
Developmental stage
versus
Developmental
concerns: they are the
following
1. Unrelated
Concerns: At this
stage, teachers do
not perceive a
relationship between
themselves and the
suggested changes.
For example, if a new
programme is being
developed, a
teacher at this stage
may or may not be
aware of this effort. If
he/she is aware of it,
he/she may
not consider it
something that
concerns him her.
The teacher would
not resist the change,
because
he/she really does not
perceive the change
as something that
influences his/her
own personal or
professional domain.
2. Personal Concerns:
At this stage, the
teacher will react to
the innovation in
relation to his/her
personal situation.
He/she is
concerned with how
the new
programme
compares to the one
already in use.
3. Task-related
Concerns: This stage
relates to the actual
use of the innovation.
The teacher at
this stage will be
concerned with the
time required for
teaching the new
programme,
availability
of materials,
strategies to be
adopted, etc.
4. Impact-related
Concerns: The
teacher at this stage
will be concerned
with how the
innovation
will influence
others. When
working with the
ORC model, we
must deal directly
with the
concerns at stages 2,
3 and 4 in order to
serve the purpose for
which the change is
effected.
5
ORC model
(Overcoming
Resistance to
Change)
The letters 'ORC'
stands for
'Overcoming
Resistance to
Change'. This model
rests on the
assumption that the
success or otherwise
of curriculum
implementation
primarily depends on
the
impact the developer
make on the users of
curriculum such as,
teachers, students and
the society
in general. If we
desire change then
we must address
people's misgivings,
their
misapprehensions, or
other such related
factors.
We must point out to
them that what the
curriculum
incorporates,
wherever possible
and
appropriate, their
values, assumptions
and beliefs. And
while addressing the
persons within the
system, we should
remember that to get
the desired result the
subordinates should
be motivated
rather than ordered.
Curriculum
developers should,
therefore, identify
and deal with the
concerns
of the staff in various
educational
institutions when
implementing new
curriculum. We can
group
the concerns into the
following four broad
developmental stages:
Developmental stage
versus
Developmental
concerns: they are the
following
1. Unrelated
Concerns: At this
stage, teachers do
not perceive a
relationship between
themselves and the
suggested changes.
For example, if a new
programme is being
developed, a
teacher at this stage
may or may not be
aware of this effort. If
he/she is aware of it,
he/she may
not consider it
something that
concerns him her.
The teacher would
not resist the change,
because
he/she really does not
perceive the change
as something that
influences his/her
own personal or
professional domain.
2. Personal Concerns:
At this stage, the
teacher will react to
the innovation in
relation to his/her
personal situation.
He/she is
concerned with how
the new
programme
compares to the one
already in use.
3. Task-related
Concerns: This stage
relates to the actual
use of the innovation.
The teacher at
this stage will be
concerned with the
time required for
teaching the new
programme,
availability
of materials,
strategies to be
adopted, etc.
4. Impact-related
Concerns: The
teacher at this stage
will be concerned
with how the
innovation
will influence
others. When
working with the
ORC model, we
must deal directly
with the
concerns at stages 2,
3 and 4 in order to
serve the purpose for
which the change is
effected.
5
A. ORC model (Overcoming Resistance to Change)
The letters 'ORC' stands for 'Overcoming Resistance
to Change'. This model rests on the assumption that
the success or otherwise of curriculum implementation
primarily depends on the impact the developer make on the
users of curriculum such as, teachers, students and the
society in general. If we desire change then we
must address people's misgivings, their
misapprehensions, or other such related factors. We must
point out to them that what the curriculum incorporates,
wherever possible and appropriate, their values,
assumptions and beliefs. And while addressing the persons
within the system, we should remember that to get the
desired result the subordinates should be motivated rather
than ordered. Curriculum developers should, therefore,
identify and deal with the concerns of the staff in various
educational institutions when implementing new curriculum.
We must point out to them that what the curriculum
incorporates, wherever possible and appropriate, their
values, assumptions and beliefs. And while addressing the
person within the system, we should remember that to get
the desired result, the subordinate should be motivated
rather than ordered. Curriculum developers should therefore
identify the deal with the concerns of the staff in various
educational institutions when implementing new curriculum.
We can group the concerns into the following four broad
developmental stages:
Developmental stage versus Developmental concerns: they
are the following

1. Unrelated Concerns: At this stage, teachers do

not perceive a relationship between themselves and
the suggested changes. For example, if a new program is
being developed, a teacher at this stage may or may not be
aware of this effort. If he/she is aware of it, he/she may not
consider it something that concerns him her. The teacher
would not resist the change, because he/she really does not
perceive the change as something that influences his/her
own personal or professional domain.
2. Personal Concerns: At this stage, the teacher will react
to the innovation in relation to his/her personal situation.
He/she is concerned with how the new program
compares to the one already in use.
3. Task-related Concerns: This stage relates to the
actual use of the innovation. The teacher at this stage will
be concerned with the time required for teaching the new
program, availability of materials, strategies to be adopted,
etc.
4. Impact-related Concerns: The teacher at this stage will
be concerned with how the innovation will influence others.
When working with the ORC model, we must deal
directly with the concerns at stages 2, 3 and 4 in order to
serve the purpose for which the change is affected.

B. LOC model (Leadership-Obstacle course model)

LOC is the acronym for 'Leadership-Obstacle Course'
model. This model treats staff resistance to change as
problematic and proposes that we should collect data to
determine the extent and nature of the resistance in
implementing the curriculum.
This can be carried out by the following:
i) the organizational members must have a clear
understanding of the proposed innovation;
ii) individuals within the organization must be given
relevant skills so that they possess the capabilities
requisite for carrying out the innovation;
iii) the necessary materials and equipment for the
innovation must be furnished;
iv) if need be, the organizational structure must be
modified so that it is compatible with the innovation being
suggested;
v) the participants in the innovation must be motivated to
spend the required time and effort to make the innovation a
success.

The LOC model considers educational change as a

sequence of three stages:
i) initiation;
ii) attempted implementation; and
iii) Incorporation.
We should note here that implementation obstacles solved
at one point at a time using this model may arise again
at another point. This model, therefore, has a feedback
and monitoring mechanism to determine if problems once
solved keep reappearing and so on.

Linkage model

The 'linkage' model recognizes that there are innovators,

in research and development centers such as the
universities. Educators in the field sometimes however, find
some attempts that are innovative and inappropriate for
solving the problems. What is therefore needed is a match
between the problems and innovations to establishment of
linkages with the established research centers. This model
envisages two systems: user system and resource system.
There has to be a link between these two systems. The
resource system should have a clear picture of the
curriculum user's problems, if it is to retrieve or create
appropriate educational packages. A successful resource
system must proceed through a cycle of diagnosis, search,
retrieval, fabrication of solution, dissemination and
evaluation in order to test out its product. Thus, in the
linkage model, the basic process is the transfer of
knowledge.

RCA (Rand Change Agent model)

The Rand Change Agent (RCA model suggests that
organizational dynamics seem to be the chief barriers to
change. As in ORC and LOC models it puts forward the
following three stages in the change process:

i) Initiation: At this stage, the curriculum developers

work to secure the support for the anticipated change.
To support a change, such as a new program people must
understand and agree that it is legitimate. Thus,
curriculum implementation activity requires the
personal backing of the individuals involved. For example,
at this stage, we should inform the teachers about the need
for change and how it might take place.
ii) Implementation: At this stage, the proposed
change, i.e., the new program and the organizational
structure are adjusted to operationalize the change.
iii) Incorporation: During this stage, the changes
implemented become part of the established program.

The assumption behind this is that the success of the

implementation is a function of:
i) the characteristics of the proposed change;
ii) the abilities of the academic and administrative staff;
iii) the readiness of the local community; and
iv) the organizational structure.
During the incorporation stage, the changes
implemented become part of the established
program. At this stage the program implemented is provided
with the necessary personnel and financial support.

Curriculum Implementation as a Change Process

Concept of change
 Hanson (1979: 291) says, “Change is the process of
implementing an innovation in an organisation.”
 500 B.C. Hericlitus and Ephusus (Armstrong,
1995: 820) said, “Everything flows and nothing
abides. Everything gives way and nothing stays
fixed.”
Feature of Change:
-it’s a process not an event
-it requires time, energy and resources
-it is achieved incrementally and entails development in
feelings and skills.

Types of Change
There are three major types of change:
1. Evolutionary Change.
 -Evolutionary change is a slow process of gradual
progression from one form or state to another, for
example, the evolution from primates to humans or the
growth of a child to an adult. You are familiar with
institutions that started small and grew to be large
institutions, for example, villages that became towns.
Each village grew from just a few houses until it had a
major market place and offered a variety of services.
This change was gradual. It did not happen overnight.

2. Spontaneous Change.
-This type of change is unplanned, and it happens
quickly. The change takes place because of an
unexpected event, such as, a strike at a school.

3. Planned Change.
-Most changes in schools are planned and geared towards
specified targets. Owen (1979: 291) defines planned
organizational change as “a conscious and deliberate
attempt to manage events so that the outcome is redirected
by design” to some intended goal.

Categories of Curriculum Change

1.Substitution – The current curriculum will be replaced or
substituted by a new one. Sometimes, we call this a
complete overhaul.
2. Alteration – there is a minor change to the current or
existing curriculum. McNeil in 1990 categorized curriculum
change as follows:
3.Perturbations – these are changes that are disruptive,
but teachers have to adjust to them within a fairly short time.
4.Restructuring – building a new structure would mean
 major change or modification in the school system, degree
program or educational system.
5. Value orientation – To McNeil, this is a type of
curriculum change. Perhaps this classification will respond
to shift in the emphasis that the teacher provides which are
not within the mission or vision of the school or vice versa.

Kurt Levin’s Force Field Theory and Curriculum

Change Kurt Levin (1951)

-As the father of social psychology explains the process of

change, the model can be used to explain curriculum
change and implementation.
-The idea behind Force Field Analysis is that situations are
maintained by an equilibrium between forces that drive
change and others that resist change. For change to
happen, the driving forces must be strengthened or the
resisting forces weakened.

-The tool is useful for making decisions by analyzing the

forces for and against a change, and for communicating the
reasoning behind your decision
Based on Levin’s Force Field Model

Restraining Force Driving Force Equilibrium

Government Intervention
Fear of the unknown
Negative attitude toSociety’s Values
change
Technological Changes
Traditional values
Knowledge Explosion
Limited Resources
Administrative Support
Obsolete Equipment
Important Element in the Process of Change
1. Developmental- It should develop multiple
perspective, increase integration and make learning
autonomous, create a climate openness and trust and
appreciate and affirm strengths of the teachers.
2. Participatory- For Curriculum implementation to
succeed, it should be participatory especially other
stakeholders like peers, school leader, parents and
curriculum specialists are necessary. Participation builds a
learning community in which is very necessary in curriculum
implementation.
3. Supportive- material support like supplies,
equipment, conductive learning environment like classroom
and laboratory should be made available.
Reasons for Resistance to Change in Education
1. Fear of the unknown. Teachers resist change
because of the uncertainty about causes and effects
of the change.
2. Lack of information. Teachers carrying out the
change need information about the aims and benefits
of change, what is needed to introduce the change
and how the change will be introduced. If this
information is not provided, change will be resisted.
3. Misinformation. If incorrect information is given
about a change, the teachers’ view of the change will
be unclear; hence the usefulness of the change will
not be perceived.
4. Threat to status. A change may mean adopting new
ways of doing things. Old ways that teachers are
used to or are competent in are now useless. If there
 is no training to develop new skills to cope with the
change, then the change will be resisted. Some
changes may call for a reduction in the size of an
organization. This means that some people may lose
their top posts or positions.
5. Threat to power base. Some changes can reduce
the influence one has in a school. Such a change will
be resisted by the affected persons.
6. No perceived benefits. If the benefits of the change
are not clear, the change is seen as a threat to the
already established routine.
7. Low-trust organizational climate. If there is
mistrust within a school, any change introduced is
seen as a trap.
8. Poor relationships. When relations between the
change agent and the client system are strained,
communication and the general flow of information
are bound to be poor. This leads to resistance to
change.
9. Fear of failure. Teachers may fear to try out new
ideas because they are not sure of the results.
10. Fear of looking stupid. Resistance occurs when the
procedures for implementing the change are not
explained and they are unfamiliar.
Overcoming Resistance to Change
Kotex and Schlesinger, as cited by Kreitter and Kinicki
(1992: 737), offer six major strategies for overcoming
resistance to change:
1. Education and Communication
• This method is used where there is little or no information
about the change.
• To reduce resistance, teachers must be informed about
the rationale or reasons for the change.
• The information can be passed to the teachers through
one-to-one discussions, memos, group presentations or
reports.
2. Participation
• It is rare for individuals to resist change if they have
participated in all the stages of decision making.
• Participation in both the design and implementation of a
change creates a sense of commitment to the change.
3. Facilitation and Support
• The client system (teachers) should be prepared to face
the effects of the planned change.
• This can be done by facilitating, retraining and providing
staff development programmes which will help the teachers
acquire new skills to cope with the change.
4. Negotiation
• During negotiation, the change agent should
democratically and in a friendly manner campaign for
change.
• Discussion should be held with those opposed to change.
• The client system (teachers) realize that their rights,
welfare and views are respected.
5. Manipulation and Co-Option
• When using this strategy, the change agent twists facts to
make them attractive to the client system.
• All negative information is withheld. False rumors may be
created in order to make the client system accept the
change.
6. Coercion
• This method involves using force and threats on the
resisters of change.
The advantage of this method is that change is
implemented quickly.
Institutionalization

According to Miles (1983), institutionalization refer to a

process leading to the stage at which an innovation may be
said to have become a built-in or accepted part of a school’s
curriculum. He does distinguish it from initiation, which
involves the development of a proposal, the mobilization of
energy and the decision to begin a change, and from
implementation, which involves actually putting a new idea
into practice.
More detailed definition by Miles et al. 1987:351),
essentially by institutionalization, we mean the way in which
changes in a system become stabilized and lasting. Simply
put, institutionalization is the process of ‘building-in’
changes in a lasting way, so that they continue as stable,
routine aspects of a school’s life after the formal change
effort is over.
The importance of studying institutionalization process
arises from the fact that so many innovations in schools
either die through rejection or are so modified and
assimilated into current practice that their initial identity is
lost. In a survey conducted by Huberman and Miles (1984),
only 30-40% were found to has every reached the
institutionalized stage. Studies of institutionalization
processes are aimed at identifying those variables in school
system which are most likely to support institutionalization
and also those which are likely to threaten it. In this way the
success rate of future innovations might be improved.

Factors for successful institutionalization (Miles, 1986)

 1. Highlighting ‘integrating’ the change into the systems,
organization and resources of the school.
2. Strong and purposeful links to other change efforts,
the curriculum and classroom teaching.
3. An adequate bank of local facilitators (ex: advisory
teachers) for skill training.
4. The elimination of opposing or conflicting practices.

References:

Pawilen, (2019) The Teacher and The School Curriculum. Rex Book Store, Inc. 856 Nicanor Reyes Sr. St., Sampaloc, Manila p.64

Farrah, A. (2017) Implementing The Desired Curriculum as a Change Process. Retrieved from www.scribd.com/Implementing/the/
Desired/Curriculum/as/a

Change/Process

Thompson, H. & Deer, E. (1989) The Institutionalization of a senior secondary curriculum in New South Wales High Schools

International Journal of Applied Research 2015; 1(12): 984-986

 PORTFOLIO MATRIX

NAME AND TASK: Manipon, Christian, M.

Meeting Schedules Specific Topics and Activities Remarks: Essential Lessons learned from the
task
Evaluation- concerned with giving value or making judgements. Person acts Having a good curriculum means a quality
as evaluator when he or she attributes worth or judgement to an object, a education that will help provides efficient learners.
place, a process, or a behavior. Evaluation is done using a set of criteria for This topic taught me that in order to have a good
the evaluation process to be objective rather than subjective. Curriculum it must be evaluated in order to find
Curriculum Evaluation- curriculum is defined based on how scholars view strength and weakness of a curriculum. I learned
curriculum, the purposes of curriculum, curriculum influences, and how that Curriculum Evaluation is a helpful process in
curriculum is implemented. education because it is used to look into how
According to: efficient and effective the curriculum that we are
a. (Davis 1980)- it is the process of delineating, obtaining, and providing using.
information useful for making decisions and judgement about I used to think before that our curriculum is not
curricula. effective and is not useful but after reading this topic
b. (Marsh 2004)- it is the process of examining the goals, rationale, and I have realized and learned why Curriculum
structure of any curriculum Evaluation is important. There are many reasons
c. (Print,1993)- the process of assessing the merit and worth of a why Curriculum Evaluation is necessary, one of that
program of studies, a course or a field of study. is it provides information if we attain the objective of
d. (Tuckman, 1985)- the means of determining wether the program is our curriculum. It will help the teacher and learner at
 meeting its goals. the same time because it will tell us how effective
and efficient the learning is and it will tell us if the
e. (Pawilen 2019)- process of making objective judgement to a learner mastered the lesson or not. Another reason
curriculum- its philosophy, goals and objectives, contents, learning and the most important reason for me is that
experience, and evaluation. Curriculum Evaluation is used to improve the
Curriculum. After evaluation the weakness of the
curriculum can be determine which is why it is
important because it will help the Curriculum to
know what is to improve and what is to change. I
also learned that the reason why they do Curriculum
Evaluations is to make sure that the education, the
information’s, the materials and resources that they
provide to us is quality, efficient, and effective.
Reasons for evaluation In Curriculum Evaluation, I have learned that
Print (1993) identified several important purposes and functions of evaluation Evaluation has three main types which had different
in school setting: purpose and basis. These are: Formative
a. Essential in providing feedback to learners- provides useful Evaluation, Summative Evaluation, and Diagnostic
information in helping the students improve their performance and Evaluation. Formative Evaluation purpose is to help
helps teachers identify the strengths and weaknesses of the learners. improve the programme of the curriculum by
b. Helpful in determining how well learners have achieved the providing quality information that focuses on the
objectives of the curriculum- describes whether the students flaws or what is to be improved the curriculum. On
learned or mastered the desired outcomes and objectives of the the other hand, Diagnostic Evaluation focuses on
curriculum. the objective of the curriculum it is where they
 c. To improve the curriculum- the result of evaluation serves as basis evaluate whether the objective has been met after
for improving curriculum and for suggesting innovations to improve the curriculum is completely developed and if the
learning. objectives can be met or sufficient. Diagnostic
Curriculum evaluation is also useful to administrators and teachers in many Evaluation is to determine the difficulties of the
different ways such as: learners when it comes to instruction, this provide
a. Evaluation helps in making decisions about improving teaching and information that will help the curriculum
learning processes. development because it shows the weaknesses and
b. It helps in shaping academic policies. strengths of the learners which is helpful in making
c. In guides in initiating curricular changes and innovations. the curriculum to be improved and to be more
d. It ensures quality of any curricular program. sufficient. I have also learned that evaluation can be
e. It helps school align their curriculum to different curriculum sources done into 2, classroom which centered around the
and influences. learners it includes their individual scores, and etc.
f. It determines the level of success of the school’s vision and mission. the second School or school system level which the
Conducting curriculum evaluation is a determinant of an academic institution goal is to see how the school attained it`s objective
or school’s commitment to quality and continuous improvement. It shows how and to know how effective and efficient the
serious a school can be in realizing its philosophy, vision, and mission. curriculum is.
According to UNESCO, Curriculum evaluation aims to examine the impact of We can evaluate the curriculum through models,
implemented curriculum on student (learning) achievement so that the official models are used to answer the question: how we
curriculum can be revised if necessary and to review teaching and learning are going to evaluate our curriculum and the
processes in the classroom. purpose of evaluation. Curriculum scholars such as
Tyler, Provus, Stuffebeam and other more have
proposed models wherein we can use to evaluate.
Types of Evaluation All these models have different purposes and it
According to Scriven, following are 3 main types of curriculum evaluation focuses as to what are we going to evaluate, Tyler’s
objective model, Stake’s responsive model,
1. Formative evaluation Scriven’s goal free model and all the other models
have different uses because each one them focuses
-it occurs during the course of curriculum evaluation. Its purpose is to
as to how to evaluate the curriculum. All these
contribute to the improvement of the educational programme. The merits of a
models are interrelated to each other because even
programme are evaluated during the process of its development. The
though they differ to each other they have
evaluation results provide information to the programme developers and
similarities when it comes to usefulness and
enable them to correct flaws detected in the programme.
application. I have learned that Models are
important for Evaluation as the serve as a guide in
2. Summative Evaluation
providing ways to effectively evaluate the
-The final effects of a curriculum are evaluated on the basis of its stated curriculum.
objectives. It takes place after the curriculum has been fully developed and Finally, Curriculum Evaluation is essential for
put into operations. Curriculum Development. This topic has taught me
that evaluation is important as it is intended to
3. Diagnostic Evaluation provide information concerning the result of

-Directed towards two purposes either for placements of students properly at curriculum and this information will help the leaders,

the outset of an instructional level (such as secondary school), or to discover scholars, and other more to improve curriculum.

the underlying cause of deviances in student learning in any field of With the help of the evaluation we can utilize its use

academic consultant. and find ways in how make our curriculum relevant
and helpful to the needs of the learners.
1. Curriculum evaluation in the classroom
-Doll (1997) asserted that the classroom in fact could be the first site of
gathering important data that will lead to curriculum evaluation. Within the
classroom, teachers and administrators can collect data using several
instruments like:
>Test results >Anecdotal records
>Checklists >Interview guides
>Observation guides >Personality inventories
>Rating scales >IQ tests
>Interest inventories
Teachers play an important role in conducting curriculum evaluation in
the classroom level. They must be guided in gathering data from these
instruments and in interpreting the data. The results of classroom- based
evaluation may help in improving instruction and in the effective
implementation of the curriculum.
2. Curriculum Evaluation at the School or School System Level
-Curriculum evaluation is done mostly at a school or school system level.
This is usually done to evaluate how the curriculum goals are attained in the
macro-level. At this level, the following instruments can be used to gather
data for the evaluation of the curriculum:
>Opinion polls >surveys
>Focus-group discussion >Follow-up studies (Graduate tracer studies)
>Standard evaluation > results of district or national tests
instruments

The schools that gather and analyze data on the implementation of the
curriculum can also do research activities.
Evaluation models
Curriculum scholars and workers have identified various models that can
be used for evaluating curriculum. Each of these models is a product of
endless works of curriculum scholars trying to assess the value of a particular
curriculum.
Concept of a model
-Theory: Explains a process (Why?)
-Model Describes a process (How?)
Model is a representation of reality presented with a degree of structure and
order.
Model is important in curriculum evaluation to provide a conceptual
framework for designing a particular evaluation depending on the specific
purpose of the evaluation.
Curriculum scholars and workers have identified various models that can
be used for evaluating curriculum. Each of these models is a product of
endless works of curriculum scholars trying to assess the value of a particular
curriculum.

1. Provus’ Discrepancy Evaluation Model

-developed by Malcolm Provus (1971) to evaluate projects under the
Elementary-Secondary Education Acts in the United States. Using the
Taxonomy of program content developed by Robert Stake,
Provus identified four major stages of conducting curriculum evaluation.

1 Determining program standards

2 Determining program performance

3 Comparing performance with standards

4 Determining whether a discrepancy exists between performance

and standards

2. Tyler Model of Curriculum Evaluation

-Alligned to his model of Curriculum Development, Ralph Tyler (1950)
proposed seven steps for evaluating a curriculum.
1. Establishment of goals and objectives.
2. Classifications of the objectives.
3. Definition of the objectives in behavioral terms.
4. Identification of situations in which achievement of the objectives
could be shown.
5. Selection of criterion of measurement procedures.
 6. Collection of data about pupil performance.
7. Comparison of findings with the stated objectives.
The completion of the seven stages will lead to the revision of the objectives.
This evaluation model is a cyclical type of model.
3. Stufflebeam’s CIPP Model
CIPP is known as (context, input, process, product). Stufflebeam defined
evaluation as the process on delineating, obtaining, and providing useful
information for judging decision alternatives.

Context Input Process Product

 Context evaluation- most basic kind of evaluation. Purpose is to provide

a strong rationale for determining curriculum objectives. Curriculum
evaluator describes the environment and determines the needs of society,
schools and students. If there are unmet needs, curriculum evaluator
seeks to find reason.
 Input evaluation- aims to provide information for determining how
resources are utilized to achieve curriculum objectives. Resources of the
school and the different designs for implementing the curriculum are
considered.

 Process evaluation- focuses on providing periodic feedback while the

 curriculum is being implemented. This phase aims to detect the problems
in the implementation of the curriculum, provide information for
programmed decisions, and maintain a record of the procedures as it
occurs.
 Product evaluation-aims to gather, interpret, and appraise curricular
attainments not just the end of an implementation of a curriculum.
4. Stakes’ Congruency-Contingency Evaluation Model
Congruency- degree of alignment between what was desired and what
was actually achieved.
Contingency- relationship between one variable to the other.
Robert Stakes’ (1975) claimed that curriculum evaluation is not complete
unless three categories of data are made available. These categories of data
are:
1. Antecedents- include data on students and teachers, the curriculum
to be evaluated, and the community context.
2. Transactions- include time allotment, sequence of steps, social
climate, and communication flow.
3. Outcomes- encompass students’ learning in the form of
understandings, skills, and values or attitudes, as well as the effects of
the curriculum on the teachers, students and the school.
5. Eisner’s Educational Connoisseurship Model
Elliot Eisner (1985) provided a qualitative way of evaluating a curriculum.
 This model does not have methodical procedures compared with other
evaluation models. It calls for a deeper and wider observation results of
evaluation that are expressed in written form.
Using this model calls for a thorough and comprehensive observations of
classroom and school activities in relation to curriculum. It tries to capture
every aspect of curriculum activities including the hidden curriculum.
Emphasis is on quality rather than measurable quantity of learning and
interaction.
Overall, Curriculum evaluation is important as it is intended to provide
meaningful information in almost every aspect of the curriculum. These
information or results of evaluation provide strong bases for all decisions
done about the planning, design, development and implementation of the
curriculum. Curriculum leaders can utilize the results of the evaluation in
instituting educational reforms and in finding ways to make the curriculum
more relevant and responsive to the needs of the learners.

References:

Pawilen, (2019) The Teacher and The School Curriculum. Rex Book Store, Inc. 856 Nicanor Reyes Sr. St., Sampaloc, Manila pp.77-84

United Nations Educational scientific and Cultural Organization (UNESCO)

Dr. G.A. Rathy, Assistant Professor, Electrical Engineering Department, NITTTR, Chennai

PORTFOLIO MATRIX
NAME AND TASK: Manipon, Christian, M.

Meeting Schedules Specific Topics and Activities Remarks: Essential Lessons learned from
the task
E. Curriculum Improvement To have a quality education, we need to
make sure that our Curriculum is improving to
• According to Robb (2003), curriculum improvement happens make it happen. This topic has made me
when curriculum is continuously modified and made better throughout the realized that Curriculum Improvement is
school year based on current students. necessary in order to attain our goals.
• (UNESCO)- curriculum development is a process of designing the Curriculum Improvement Focuses in making
national, local or school curriculum to produce a quality curriculum. In sure that the curriculum we use is up-to-date
contemporary educational practice, it is seen as a comprehensive cycle of that can help us keep up and face problems
development, implementation, evaluation, and revision to ensure that the in our changing society. It is also helping the
curriculum is up-to-date and relevant. curriculum in making sure the learners
• Alvior (2014)- curriculum development is characterized as an academic and personal growth.
organized process for achieving positive change in the educational
system, with purpose, progressive and structural aims. They must be In order to have an effective curriculum it
revised to meet the needs of society. must be completely planned and develop.
Approaches to Curriculum Improvement are
Each year brings a new group of students with new group of like steps or process in order to attain that
challenges and strengths. Educators tries to improve and guide students curriculum goals and objective. I have
through academic and personal growth in the best way they can, and learned in this chapter that there are many
these goals requires curriculum improvement. approaches presented by many people some
Levels of Curriculum Improvement of this are the 4 phases of Tyler and the 5
phases of Kerr.
Phase I- Plan and Research
The planning and analysis required for curriculum creation will be done Levels of Curriculum Improvement would
during this process of curriculum design. The purpose of this step is to help us understand is done. The 4 phases
obtain a clearer understanding of standards and best practices in the are important as they have different
sector and education and to develop a strategy to ensure that the processes and contribution for the success of
curriculum development process is completed in due time and it. This makes me think that Curriculum
implemented. Improvement is the most essential part of
Phase II- Curriculum Development curriculum as it is the basis of having an
The content of the curriculum is written in this process. The research effective curriculum.
done in the first step guides the process of writing so that written curricula
are feasible and comprehensive match to expectations and EC- 12 I believe that even though we have many
articulated, to ensure that every student is prepared to work in a college approaches in Curriculum Improvement we
and a career from one grade to the next, in a normal and logical must ensure that our selection is for success,
progression. The goals of these process are to create a year-long and improvement of our Curriculum. I also
curriculum map, to evaluate possible tools to support the program, and to believe that there is no perfect approach. In
define community professional learning needs. order to be effective, the approach must be
accepted by the people involved in the
Phase III- Professional learning and Continued Curriculum curriculum and we must cooperate to each
Development other to have unity in achieving the
Through this process, the program is developed, and the district improvement of our curriculum.
population is provided with professional education. Technical instruction is
given to ensure that the written curriculum is the curriculum being taught. Therefore, Curriculum Improvement have
Teachers will be able to learn through professional, how the written taught me that Improvement is important for
program should be applied, including reading unit maps, convert unit us to accomplishing goals and objectives of
maps into daily plans, interpret and incorporate any new tools and our curriculum. Through this it will give ways
assessment. to new strategies, methods, instructional
materials and etc. that would help us in the
Phase IV- Implementation challenges in the curriculum. As a future
The written curriculum would then become the curriculum taught in this teacher, it is our role in making sure we
process. Once the program is applied, the program can be reviewed at continue improving because our society is
the same time, once teachers make suggestions to enhance instructions, complex and many changes are happening,
curriculum, the use of resources and tests as well as other aspects of we need to make sure that we can cope up
learning and teaching if appropriate. As the process of creation of the with the challenges in education.
program is constant and recursive, the purpose of this phase is to provide
input in the implementation phase that will guide future curricular and
vocational education.

Approaches to Curriculum Improvement

 a. Four Step Approach

Giles, McCutchen and Zechiel (1942)

-developed four-step model of curriculum development.
The four steps are:
1. Selection of objectives
2. Selection of learning experience
3. Organization of learning experiences and evaluation
Their interpretation of the approach to curriculum creation is that the
planner must first choose the goals they assume pushes the other steps
since each phase is based on achieving the goals.

Tyler (1975)
Tyler’s approach to curriculum development has also four phases. The
only contrast between the two methods the approach taken by Tyler is
linear, indicating that one step leads to another whereas, Giles et al show
the steps interrelated and interdependent.
They believe that what happens at the other stages is decided by the
objectives. To explain the curriculum development strategies, Tyler raised
four basic questions
1. What educational purposes should the school seek to attain
2. What educational experiences should 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 are being
attained?

Kerr (1968)
Suggested that curriculum was based on four elements: objectives,
evaluation, knowledge, and school learning experiences, with the clear
expectation of the elements interacting with each other, leading to
changes in each other.
 b. The Five Step Approach
This type of approach was recommended by Nicholls and Nicholls (1978).
The additional step is due to their emphasis on situational analysis. They
see this as a very important component of the cycle of curriculum growth.
Situation analysis is the evaluation of all causes and problems involved in
the preparation and creation of curriculums. Such variables are defined
and evaluated to ensure that the curriculum creation is hitch-free and a
worth wile and practical curriculum is developed. They conclude that
relying on situational analysis will promote the selection of goals that
represent societal needs.

References:

Robb, A. (2003) Using Data to Promote Continuous Curriculum Improvement. Retrieved from study.com/academy/lesson.html

Alvior, M. (2014) The Meaning and Importance of Curriculum Development. Retrieved from https://simplyeducateme /2014/12/13/

Bilbao, P. et al. (2008) Curriculum Development: Lorimar Publishing, Inc.

PORTFOLIO MATRIX
Names and Task: Manipon, Christian. M.

MEETING SPECIFIC TOPICS AND ACTIVITIES REMARKS: Essential lessons learned from the
SCHEDULES task

UNIT IV. Trends and issues on Curriculum and Curriculum This researched have provide information as
Development to what are the challenges of today`s
curriculum when it comes to language. It is
Researches on Curriculum Development (local) true that during the implementation of it most
of us are not prepared with it. It is true that
Curriculum Development and K-12 Challenges in the Philippines: A language is essential to our life and especially
Reflexive Case Analysis towards Redesigning Language and in applying for work and the work itself. From
Literature Education in College the outcome of the research it is said that
strengthening the communication competency
Rodrigo C. Rivera, Dela Salle-College of Saint Benilde, The of college students is more important for the
Philippines 21st century profession more than ever. As we
the 21st century learners are expected to be
The IAFOR International Conference on Education – Hawaii 2018 more competitive and responsive we must see
Official Conference Proceedings to it that we look up to their expectation. For
me,
Abstract
Higher education in the Philippines has been challenged to adopt I believe that English language is an
changes in the curriculum given the institutionalization of K-12 basic important part of learning, as it is a global
education program in the country. In this context, faculty and language and can be useful in our field
administrators of higher education institutions in the country needed to especially that we are teaching all the subjects
take proactive measures to redesign its curriculum that would meet the in the elementary and that includes English. It
need of a new generation of learners and advance the thrusts of the is just sad that during our curriculum they have
school. This reflective paper presents the case of Dela Salle-College of reduce English subjects, thankfully that they
Saint Benilde’s English department and a critical analysis of its efforts to are changing it to literacies which I think help
reinforce and advance its curricular offerings on language and literature us have deeper understanding to world
that would meet the K-12 challenges come academic year 2018-2019. realities and use of critical thinking.
This scholarship applied qualitative techniques to review existing For this reason, I strongly agree that
empirical works and pertinent institutional documents to develop a although we have challenges in our current
framework that guided the department in identifying new course offerings curriculum when it comes to language and
that are K12 compliant. Also, the paper explores on the structural other more this curriculum has given as
implication of K-12 developments to the department’s organization and opportunities that will change our education
the need for retooling the faculty. The discussion in this paper offers an into something better. I lean in these research
opportunity for faculty and school administrators to reexamine and reflect that although our curriculum has changes, it is
on their curriculum development efforts towards meeting curricular our role as the 21st century learners to be
challenges by grounding it on a sound review of literature as basis of creative and to be critical learners. I believe
action and informed decisions. that this curriculum will create competitive and
Conclusion creative learners in the future as the goal of
The institutionalization of K-12 in the Philippines came forth with both our new curriculum is to have great leaders,
challenges and opportunities. This development put a four-year lag and competitive workers in the future.
resulting to a decline in the College enrolment effective academic year
2016-2017. This led to the displacement of some faculty teaching general
education. In a span of two years from AY 2016-2017 to AY 2017-2018,
there has been a steady loss in the number of English teachers in the
area. Upon implementation of the new college general education
curriculum, English teachers will continuously be affected given the
decline from 15 units to three units curricular offering. To this challenge,
the English Area took a proactive stance to design six new courses that
can be offered as electives.

Structurally, the English Area is seen to be transforming with breadth

and depth. That the English Area will not be limited to emphasize
language skills, speech skills, technical writing skills and knowledge of
literature. It will cater to development of 21st century communication
competencies along with making the experience of arts and literature
more meaningful to the individual learner, the society and the world. Thus,
the English Area can be seen evolving as the Communication Arts and
Humanities Department which is aligned to the charge of the Commission
on Higher Education for general education. It will be proactive and
synergistic to integrate the development of communication competencies,
literacy in the arts and literature, media and ICT literacy across the years
of education of the Benildean learners.
 Strengthening the communication competency of college students is
more important for the 21st century profession more than ever. This is
developed further in the integration of language instruction for
communicative functions with emphasis on International English or Global
English. The study of Literature remains important as well as this expands
the knowledge of the learner on world realities and encourages creativity,
imagination and critical thinking which are valuable for students think with
depth, speak sensibly and expand their vocabulary while appreciating
cultures and what literature contributes in human formation.

Hence, English Area developed its CHED required Purposive

Communication and six general education electives. Four of these
electives emphasize strengthening the students’ communication
competencies through and two other courses align literature instruction
with the development of practical communication skills. The department
will offer in its new curriculum, Intercultural Communication, Mindful
Communication, Communication in the New Media, Literary Others,
Literature and Popular Culture, and Art of Story Telling, as general
education electives. These courses have been evaluated to meet the
thrusts of the school and the required outcomes and competencies as
specified by the Commission on Higher Education. Teachers have been
engaged in several activities for retooling and preparation in teaching
these new courses. To prepare the faculty in teaching these subjects,
workshops had been scheduled for them to understand the new courses
and identify effective strategies in teaching them.

Researches on Curriculum Development (foreign/international) This research showed that Curriculum

Development is crucial as it is having many
 An Integrative Approach to Curriculum Development in Higher challenges. Although USA is first class, it still
Education in the USA: A Theoretical Framework faces challenges especially when it comes to
their education. From the results shown in this
Mohammad Ayub Khan1 & Laurie Smith Law2 1 research, it is said that how important of
Received: August 8, 2014 Accepted: December 2, 2014 Curriculum Development. Although it is
Online Published: February 25, 2015 beneficiary there are challenges when it
comes money, time and etc. It is also said in
Abstract
the result that Curriculum Development is not
The role of curriculum in higher education is sine quo non for the provision
easy because it requires careful planning and
of quality and relevant educational programs and services to the current
implementation.
and potential learners in the USA and elsewhere in the world. Regardless
of sizes, types or origins, curriculum is considered the heart and soul of all
Curriculum Development is essential,
educational institutions. Curriculum is crucial for the well-being and
especially in Higher Education because they
effectiveness of higher education (Barnett & Coate, 2005) both in the
will soon be in their fields and the skills, they
short and long-term. Lamentably, it is a widely recognized notion in
learned during their school days are expected.
academia that the approach to developing curriculum is disintegrated in
I have learned in this research how important
that minimal and isolated considerations are given to the various critical
curriculum development for us in the higher
elements such as institutional leadership, social trends, industry factor
education. Because they have lot of
and the role of the government. Therefore, this paper is dedicated to the
expectation to us, we need to ensure that the
study of existing literature on an integrative approach to curriculum
skills and knowledge we learn can be applied
development as a source of relevant, timely and comprehensive
in the field. Through Curriculum Development
knowledge management in institutions of higher education with a
we can compete with the changes happening
reference to the USA
in our society
Conclusions and Implications
It is just our country doesn`t have that
Interestingly but not surprisingly, the discussion on the importance of
capability yet to have Curriculum
curriculum development in educational institution is historical and as well
Development. It is said that true partnership
contemporary and the debate will continue during the 21 st century
with other stakeholder, school and university
(Bounds, 2009). Curriculum development costs money, risky as a
we ca learn from each other. Luckily that we
strategy, time-consuming, but the direct and indirect benefits derived from
have exchange programs with other school
it are far higher for all current and potential beneficiaries. Developing
that helps us refine our current curriculum.
education curriculum is not an easy task, especially in the current global
All in all, this research gives us an idea on
and challenging work environment. For some institutions, it could be as
the challenges in curriculum development. I
simple as adding a few courses or changing few topics in the existing
curriculum which is done by few academic administrators. In other have learned that we must have and
educational institutions, curriculum development is given institutional integrated approach to our curriculum in order
support by associating-linking it with vision and mission of the institution. to refine what is lacking on it but the problem
The exercise of curriculum development should be highly inclusive, is we don`t have the capability yet as it has
participative and democratic (involving all interested stakeholders). Over rapid change and because our society is
all, developing an integrative curriculum is beneficial for any educational dynamic that we can keep up with its changes.
institution both in the short run and long run. This result will help us understand that as a
future educator, we must ensure that we keep
This paper concludes that to approach integrative curriculum, up with the needs and challenges of learners
development institution in higher education several factors should be and especially our society.
taken into careful considerations. Culture of curriculum development
(university culture can be rigid and less receptive to external feedback
and input and does may not permit a look at other variables thus not
allowing a comprehensive approach); lack of strategic planning (education
strategic management); limitation of resources (financial, human
expertise); leadership does not take it seriously and strategically; and, no
competition and lack of exigency from the beneficiaries (students, parents
and industry). Therefore, it is suggested that in order to have an
integrative approach to develop, implement and evaluate curriculum,
educational institutions should consider existing theories and principles for
designing new or restructuring existing curriculum more appropriately. It is
recommended that a democratic process of curriculum development be
introduced, which make provisions for all the role players to participate
(Hayward, 2000).

It is ideal to have an integrative approach to curriculum development

by institutions of higher education. However, there are common
implications and challenges in this approach: the need for changes in
curriculum is constant and rapid since the work and social environment is
changing and dynamic; there are differences in the learning styles of
individual students as well as differences in teaching styles, so finding the
best match between the two is not that easy; the culture of educational
institutions is a critical factor, given the fact some institutions have
centralized management systems and their own traditions of developing
curriculum which they believe is already functional. Some educational
institutions, especially, in the public sector tend to be bureaucratic, rigid
and less receptive to external influences. Also, work process, methods,
and other resources such as technology, information management system
and management information system are not well advanced; establishing
consensus among different stakeholders is time-consuming and almost
impossible to establish because of differences in interests and objectives;
organizational resources including management time, money, institutional
support are limited; and finally, there is a need for dynamic and strategic
leadership in order to make sure curriculum development is done
appropriately and timely.

Contextualization of the Curriculum This topic has made me understand why

most of our teacher is always telling to us that
Contextualization we need to contextualize every topic, report,
 (Ed.D Mondido, J.)- refers to the educational process of relating the lesson plan and all other things that we are
curriculum to a particular setting, situation, or area of application to making. Contextualization of The Curriculum is
make the competencies relevant, meaningful, and useful to all making it possible for us to not just understand
learners. the topic but it also helps us in applying in any
situation or setting. In other words,
 Contextualizing is developing new skills, knowledge, abilities and Contextualization of the Curriculum is making
attitudes in students by presenting new subject matter in meaningful the lesson more relevant to us by relating it to
and relevant context. real life situations. I have understood why we
must contextualize every lesson or topic that
 Process of presenting lesson in meaningful and relevant context we are going to teach, it is to make sure that
based on previous experiences and real-life situations. the learners to be holistic, functional, and has
Process of Contextualization the ability to use their metacognition. It is true
1. Establish dialogue and community engagement mechanisms with that by contextualizing every lesson into the
communities for purposes of contextualized education. real world it is more relevant to the learner’s
a. Immersion in communities life.
b. Collaboration with elder’s group
c. Formulation of cultural standards I have learned that Contextualization follows a
2. Situational analysis to community vision, mission ang goals for process to help us contextualize our lessons.
education And teaching materials. Through these
a. Formulation of contextualized Curriculum Framework processes, we can assure that the learning
3. Education Planning with communities inside the class will be more relevant and will
(learning resources included) help the learners obtain new learning
4. Research for contextualization and LR development experiences they needed both in their future
Community-le field and to their society.
5. Curriculum Contextualization
a. Curriculum In general, Contextualization make our
b. Teaching-Learning process curriculum meaningful by relating it`s content
c. LRs development to real life. As a future teacher, we must
d. Classroom assessment understand that our teaching is relevant to the
6. Quality assurance of contextualized curricula, LR learner’s life and is useful to their growth.
Ex: lesson plans, TGs, LMs
To contextualized curriculum, teachers use authentic materials, activities,
interests, issues and needs from learner’s lives to develop classroom
instruction.

Importance of Contextualized Curriculum:

1. Helps students learn language skills by teaching the skills using the
authentic context in which students must use those skills in real
world.
2. Both effective in community-based (learn to respond to
discriminatory behavior using scenarios based on their real
experiences) and workplace classes (practice clarifying questions
using actual situations they encounter with their supervisor)
Curriculum Indigenization It is important that we should never forget
where we come from, and who we come from.
Indigenization Curriculum Indigenization makes it possible for
-is the process by which indigenous ways of knowing, being, doing and us to know, learn, and understand our
relating are incorporated into educational, organizational, cultural and tradition, culture, and the society that we are
social structure of the institution. It also refers to the process of enhancing living in. As what we can see from the
curriculum competencies, education resources, and teaching-learning UNESCO observation, millions of learners are
processes in relating to the bio-geographical, historical and socio-cultural being taught with language they never use or
context of the learner’s community. even understand and I believe that it is our
role as a future educator to make sure that we
Goals and Importance of Curriculum Indigenization: teach what is relevant and useful to the
Its goals are to make schools welcoming and relevant to indigenous learners.
learners and to prepare non-indigenous students, graduates and
employees to better understand, live alongside of, and work with It is the Goal of Curriculum Indigenization to
indigenous people. make sure that the learners are prepare
especially those that are non-indigenous
Representative of UNESCO observed that millions of children individuals to make sure that they have the
continued to be taught in languages they did not use or even understand. proper knowledge when they are in the field or
Participation of indigenous peoples in designing curricula was still limited, when they lived with indigenous people. That
and education still fell short or eliminating prejudice and discrimination is why we have Culture and Indigenous
targeted at indigenous peoples. Lack of indigenous education would subjects in order to deeper understand our
continue to set indigenous youth apart from their own cultures. culture and also others culture. I have also
learned why it is necessary to incorporate it in
Through the indigenous people’s education, communities are able to to our curriculum and that is to prepare us in
regain and revalue their languages and traditions which are now being the field because most of us will be sent in to
lost through the processes of colonization, globalization and different places that has different language
modernization. and culture.

The department of Education (DepEd) recognizes the central Therefore, as a future elementary educator
importance of the Indigenous Knowledge Systems and Practices (IKSPs) we should understand that everyone has a
and Indigenous Learning Systems (ILS) for indigenous learners. different tradition, culture, and practices that is
why it is important that we preserve these
knowledges to pass it to the future. It is also
Rozanno Ruffino- From the Education Department’s indigenous important for us to teach the importance of
Peoples Education Office respecting each other culture to avoid conflict,
prejudice and discrimination.
He said the process of consulting leaders of various tribes to interface
their cultures and practices with the curricula for elementary and high
school education in their respective communities began after the issuance
of the policy in 2011.

According to Ruffino, along with the programs of making education

accessible to indigenous communities, the government is prioritizing the
basic education curriculum to be able to give the indigenous people
genuine human development. He also said that asking members of
indigenous groups to perform their traditional songs and dances in school
as preserving and promoting culture is not enough. For him, we’re
veering away from the simple odd-ons. We like to know the aspiration of
the community, how that is linked to their ancestral domain, how do they
like their language to be preserved, values system to be respected and
retained.

“they are saying they don’t want their culture to be forgotten. There is no
point in having their kids know how to read and write, and know about
western literature if they do not know the essence of their culture” -Ruffino

Boyson Anib of Davao City (matigsalog tribe)

-he said that indigenous peoples aspire to preserve and pass on their
traditional knowledge, way of life, and spirituality to the next generation
amidst the continuing modernization of Philippine Society
Timuay Hillario Tanzo (Teduray Tribe)- deputy governor for IPs in the
ARMM
-he expressed his confidence that with an indigenized basic education,
their youth will be better equipped to assert their rights in mainstream
society and even before the Philippine government, particularly on their
ancestral domain.

Example of Indigenization of the Curriculum:

1. Community cultural practices that involve fractions are used to
visualize fractions (ex: division of harvest during harvest season)

2. Occidental Mindoro -school that even set its school calendar to

align with the community’s farming cycle and not with the regular
school season because of the local belief that planting is a part of
education.

Curriculum Localization I always wonder why most of our teacher is

telling us to always relate our topic or lesson in
 UNESCO- process of defining parts or components of the curriculum to our local place. After reading this topic I
at community/ local or school level, normally, with the involvement of have learned that Curriculum Localization is
local staff, stakeholders and institutions, so as to address issues that important in teaching and learning process
are locally relevant and allow for more meaningful learning because by relating the lessons in the
experiences. curriculum to our local place will make it easier
 Taylor (2004)- freedom for schools or local authorities to adapt the for the learners to understand the lesson
curriculum to local conditions and relating the context of the curriculum because by connecting it to their local
and the process of teaching and learning to the local environment. environment the learners will know the
 (Ed.D Mondido, J.)- refers to the process of relating learning content significance of the lesson into their life and
specified in the curriculum to local information and materials in the environment.
learner’s community.
Examples of Localization One example of Curriculum Localization that
Examples used in lessons start with those in the locality I have learned was translating the lesson into
 Names, situations, setting needed to give context to test questions or the learners own local language. Song and
problem-solving exercises are those of the immediate community. Stories are the best example of it, for me it is
 Local materials are used as often as possible (ex: making instructional very effective in teaching because using their
materials, using fruits in season like watermelon or local kakanin to local language as a medium of instruction will
visualize fractions) help the learners to deeper and easily
 Translating a story written in another language the language of one’s understand the lesson.
learner for use.
Thus, Curriculum Localization is important in
Iba pang Halimbawa:
Education because it is not only make it easier
for the teacher and learner to understand and
Batayang konsepto Pamantayan sa Mga gawain
learn what is in the curriculum but it also make
Pagganap
the learning more meaningful because it
Ang mabuting Nakatataya ng lipunang Bumisita sa isang
allows the learners to know and understand
ekonomiya ay ekonomiya sa isang barabgay. Alamin
that the lesson can be useful and relevant to
kanyang barangay/pamayanan at ang livelihood
their society and to their daily lives. It is also
napapaunlad ang lipunan/bansa gamit ang program na
helping in strengthen and support our culture
lahat walang taong dokumentaryo o pinaiiral sa
and as well as other culture. As what are
sobrang mayaman at photo/video journal barangay.
teachers always told us, we should teach
maraming mahirap
starting it from local to national and
international.
Importance of Curriculum Localization:
  The promotion of localized curricula is a way of encouraging such
relevance in very different local, cultural and socio-economic
context. It is an important component of the decentralization of
education, governance and management.
 Localization allows learning to become more meaningful and
relevant. It supports policy formulation and standard setting for
reform of the curriculum and the impact of this on teacher skills and
knowledge.
 Localization will also involve making the local culture an integral
part of the curriculum.

Elementary Curriculum As a future Elementary Teacher, it is our

Paaralang Elementarya or elementary education is the first part of the responsibility to know and understand the
educational system, and it includes the first six (6) years of compulsory Elementary Curriculum as we are going to be
education from grade 1 to grade 6. Children generally begin first grade at soon an Elementary Teacher and we will used
seven years of age. Pupils are annually promoted from one grade to the it as a basis in who, what, and how to teach in
next provided that they meet the achievement standards set for the grade. Elementary Education.
Students are rated in every subject four times during the year. A
cumulative rating system is used as basis for promotion. The passing After reading the Elementary Curriculum, I
grade is 75%. In grades 1 and 2, the medium of instruction is generally in have realized that teaching in Elementary is
the local dialect., with English and Filipino taught as second languages. not easy as we are required to teach all the
From grade 3 onwards, mathematics and science are taught in English subject in the Elementary. I have learned that
with the social sciences and humanities taught in Filipino. teaching in elementary requires patience and
Subjects are taught from the simplest concepts to more complicated understanding on their curriculum. I also
concepts through grade levels in spiral progression learned that each grade has standards and
these serve as the basis of their promotion.
Subjects:
To be an Elementary Educator, we must
 Mother Tongue (starts at Grade 1, 1st quarter- Grade 3) understand their curriculum as they serve as
Mother Tongue – Based Multilingual Education (MTB-MLE) the basis and guide on what and how to teach
-is the government’s banner program for education as a salient part of the them. As one of them in the future, I need to
implementation of the K to 12 Basic Education Program. Its significance is make sure that I have what it takes to teach
underscored by the passing of Republic Act 10523, otherwise known as and having a clear understanding of their
the “Enhanced Basic Educatiion Act of 2013.” curriculum is one of that.

MTBMLE is education, formal or non - formal, in which the learner’s

mother tongue and additional languages are used in the classroom.
Learners begin their education in the language they understand best -
their mother tongue - and develop a strong foundation in their mother
language before adding additional languages. Research stresses the fact
that children with a solid foundation in their mother tongue develop
stronger literacy abilities in the school language.

With the end goal of making Filipino children lifelong learners in their Li
(MT), L2 (Filipino, the national language), and L3 (English, the global
language) the learners are more thatn prepared to develop the
competencies in the different learning areas. This will serve as their
passport to enter and achieve well in the mainstream educational system
and in the end, contribute productively to their community and to the
larger society as well as Multilingual, Multiliterate, and Multi-Cultural
Citizens of the country.

 Filipino ( magsisimula sa unang baiting ,Ikalawang Markahan)

layunin ng pagtuturo ng Filipino na malinang ang (1) kakayahang
komunikatibo, (2) replektibo / mapanuring pag-iisip at, (3)
pagpapahalagang pampanitikan ng mga mag-aaral sa pamamagitan ng
mga babasahin at teknolohiya tungo sa pagkakaroon ng pambansang
pagkakakilanlan, kultural na literasi, at patuloy na pagkatuto upang
makaagapay sa mabilis na pagbabagong nagaganap sa daigdig.

Pamantayan ng Programa ng Baitang 1-6

Nagagamit ang wikang Filipino upang madaling maunawaan at
maipaliwanag ang mga kaalaman sa araling pangnilalaman, magamit ang
angkop at wastong salita sa pagpapahayag ng sariling kaisipan,
damdamin o karanasan nang may lubos na paggalang sa kultura ng
nagbibigay at tumatanggap ng mensahe.

 English (starts at Grade 1, 3rd quarter)

I. Philosophy and Rationale
Language is the basis of all communication and the primary
instrument of thought. Thinking, learning, and language are interrelated.
Language is governed by rules and systems (language conventions)
which are used to explore and communicate meaning. It defines culture
which is essential in understanding oneself (personal identity), forming
interpersonal relationships (socialization), extending experiences,
reflecting on thought and action, and contributing to a better society.
Language, therefore, is central to the peoples’ intellectual, social and
emotional development and has an essential role in all key learning
areas1.

 Mathematics (Starts at Grade 1, 1st quarter)

Key Stage Standards:
 K-3 At the end of Grade 3, the learner demonstrates understanding
and appreciation of key concepts and skills involving numbers and
number sense (whole numbers up to 10,000 and the four
fundamental operations including money, ordinal numbers up to
100th, basic concepts of fractions); measurement (time, length,
mass, capacity, area of square and rectangle); geometry (2-
dimensional and 3-dimensional objects, lines, symmetry, and
tessellation); patterns and algebra (continuous and repeating
patterns and number sentences); statistics and probability (data
collection and representation in tables, pictographs and bar graphs
and outcomes)as applied using appropriate technology - in critical
thinking, problem solving, reasoning, communicating, making
connections, representations, and decisions in real life.
 4-6- At the end of Grade 6, the learner demonstrates understanding
and appreciation of key concepts and skills involving numbers and
number sense (whole numbers, number theory, fractions, decimals,
ratio and proportion, percent, and integers);measurement (time,
speed, perimeter, circumference and area of plane figures, volume
and surface area of solid/space figures, temperature and meter
reading); geometry (parallel and perpendicular lines, angles, triangles,
quadrilaterals, polygons, circles, and solid figures); patterns and
algebra (continuous and repeating patterns, number sentences,
sequences, and simple equations); statistics and probability (bar
graphs, line graphs and pie graphs, simple experiment, and
experimental probability) as applied -using appropriate technology - in
critical thinking, problem solving, reasoning, communicating, making
connections, representations, and decisions in real life.
  Science (Starts at Grade 3, 1st Quarter)
Key Stage Standards:
 K-3-At the end of Grade 3, the learners should have acquired
healthful habits and have developed curiosity about self and their
environment using basic process skills of observing,
communicating, comparing, classifying, measuring, inferring and
predicting. This curiosity will help learners value science as an
important tool in helping them continue to explore their natural and
physical environment. This should also include developing
scientific knowledge or concepts.
 4-6 At the end of Grade 6, the learners should have developed the
essential skills of scientific inquiry – designing simple
investigations, using appropriate procedure, materials and tools to
gather evidence, observing patterns, determining relationships,
drawing conclusions based on evidence, and communicating ideas
in varied ways to make meaning of the observations and/or
changes that occur in the environment. The content and skills
learned will be applied to maintain good health, ensure the
protection and improvement of the environment, and practice
safety measures.

 Araling Panlipunan
Pangunahing Pamantayan ng Bawat Yugto:
K-3- Naipamamalas ang panimulang pag-unawa at pagpapahalaga sa
sarili, pamilya, paaralan, at kominidad, at sa mga batayang konsepto ng
pagpapatuloy at pagbabago, distansya at direksyon gamit ang mga
kasanayan tungo sa malalim nap ag-unawa tungkol sa sarili at
kapaligirang pisikal at sosyo-kultural, bilang kasapi ng sariling komunidad
at ng mas malawak na lipunan.
4-6- Naipmamalas ang mga kakayahan bilang batang produktibo,
mapanagutan at makabansang mamamayang Pilipino gamit ang
kasanayan sa pagsasaliksik, pagsisisyasat, mapanuring pag-iisip,
matalinong pagpapasya, pagkamalikahain, pakikipagkapwa, likas-kayang
paggamit ng pinagkukunang yaman at pakikipagtalastasan at pag-unawa
sa mga batayang konsepto ng heograpiya, kasaysayan, ekonomiya,
pamamahala, sibika at kultura tungo sa pagpapanday ng maunlad na
kinabukasan para sa bansa.

 Edukasyon sa Pagpapakatao (ESP) (Start at Grade 1, 1 st

Quarter)
Pangunahing Pamantayan ng bawat Yugto:
K- Baitang 3- Naipamamalas ng mag- aaral ang pag-unawa sa konsepto
at gawaing nagpapakita ng pananagutang pansarili, pampamilya,
pagmamahal sa kapwa,/pamayanan, sa bansa, at sa Diyos tungo sa
maayos at masayang pamumuhay.
4-6- Naipamamalas ng mag-aaral ang pag-unawa sa konsepto at
gawaing nagpapakita ng pananagutang pansarili, pampamilya,
pagmamahal sa kapwa, sa bansa/daigdig at sa Diyos tungkol sa
kabutihang panlahat.

 Music (Start at Grade 1, 1st Quarter)

Key Stage Standards:
K-3- The learner demonstrates understanding of fundamental processes
through performing, creating, and responding, aimed towards the
development of appreciation of music and art, and acquisition of basic
knowledge and skills
4-6- The learner demonstrates understanding of basic elements and
concepts through performing, creating, and responding, aimed towards
the development of appreciation of music and art, and acquisition of basic
knowledge and skills.

 Arts (Starts at Grade 1, 1st Quarter)

Key Stage Standards:
K-3-The learner demonstrates understanding of fundamental processes
 through performing, creating, and responding, aimed towards the
development of appreciation of music and art, and acquisition of basic
knowledge and skills.
4-6- The learner demonstrates understanding of basic elements and
concepts through performing, creating, and responding, aimed towards
the development of appreciation of music and art, and acquisition of basic
knowledge and skills.

 Physical Education (Starts at Grade 1, 1st Quarter)

Key Stage Standards:
K-3- The learner demonstrates understanding of movement concepts and
skills in preparation for active participation in various physical activities.
4-6- The learner demonstrates understanding of principles of movement
and fitness for active participation in various physical activities.

 Health (Starts at Grade 1, 1st Quarter)

Key Stage Standards:
K-3- The learner demonstrates understanding and observance of healthy
habits and practices in achieving wellness.
4-6- The learner demonstrates understanding of how changes, which are
part of growth and development, impact health practices that help achieve
and sustain optimum health and well-being.

 Edukasyong Pantahanan at Pangkabuhayan (EPP) and

Technology and Livelihood Education (TLE) (Starts at Grade
4)
Key Stage Standards:
4-6- The learner demonstrates an understanding of the basic knowledge
and skills in entrepreneurship & ICT, Agriculture, Home Economics, and
Industrial Arts toward the improvement of personal life, family, and
community.

References:
United Nations retrieved from www.un.org

UNESCO retrieved from www.ibe.unesco.org

www.deped.gov.ph

https://news.abs-cbn.com/10/25/13philippines-indigenizes-basic-education

Micklay, A. (2017) Indigenizing the Curriculum. Retrieved from www.baguioheraldexpressonline.com

Ed.D. Mondido,J. (2020) Curriculum Contextualization. Retrieved from www.scribd.com

Khan, M. (2014) An Integrative Approach to Curriculum Development in Higher Education in the USA: A Theoretical Framework

Rivera, R. (2018) Curriculum Development and K-12 Challenges in the Philippines: A Reflexive Case Analysis towards Redesigning Language and
Literature Education in College