EDUC 108 THE TEACHER AND

THE SCHOOL
CURRICULUM
INTRODUCTION TO CURRICULUM

DEVELOPMENT AND GENERAL

CLASSIFICATION OF DIFFERENT
DEFINITIONS
CURRICULUM
originated in ancient Rome and meant a chariot race course.
documents from the results of planning and development.

CURRICULUM VARIETY OF DEFINITIONS:

Curriculum is everything that happens within the school.
Curriculum is that which is taught both inside and outside of school.
Curriculum is everything that is planned by school personnel.
Curriculum is a series of experiences undergone by learners in school.
Curriculum is learner experiences as a result of schooling.

CURRICULUM DEFINITONS FIT (5) CATEGORIES:

1. CURRICULUM AS A PRODUCT
program, document, electronic media, or multimedia.

2. CURRICULUM AS A PROGRAM OF STUDY

courses offered, curriculum sequences of study in standards, gateways.
3. CURRICULUM AS INTEDED LEARNINGS
 goals, content, concepts, generalizations, outcomes.

4. CURRICULUM AS EXPERIENCES OF LEARNERS

activities, planned and unplanned.

5. HIDDEN CURRICULUM
what students learn that isn't planned?

FUNDAMENTALS OF CURRICULUM
DESIGNER
CURRICULUM MODELS
TYLER, TABA, SAYLOR, ALEXANDER, LEWIS

PETER OLIVA’S 10 AXIOMS FOR CURRICULUM DESIGNERS

1. change: inevitable, necessary, and desirable.
2. reflects: product of its time.
3. change: can exist concurrently with new curriculum changes.
4. change: depends on people who will implement the change.
5. development: cooperative group activity.
6. development: decision-making process.
7. development: ongoing process
8. development: more effective if it is a comprehensive process.
9. development: follows a systematic process.
10. development: starts from where the curriculum is.

INTENDED LEARNING OUTCOMES

Learning outcomes need to be achieved.

SUBJECT MATTER
Content should be included to achieve the learning outcomes.
TEACHING-LEARNING METHOD
Learning experiences and resources shall be employed.

ASSESSMENT OF ACHIEVED LEARNING OUTCOMES

Achieve learning outcomes be measured.

ELEMENTS OF CURRICULUM DESIGN

I. BEHAVIORAL OBJECTIVES OR THE INTENDED LEARNING OUTCOMES
ILO are the reason for undertaking learning lesson from student’s point of view.
Engage in by the learners under the guidance of teacher.
Expressed in action words. (BLOOMS TAXONOMY)

BLOOMS TAXONOMY 1956

KNOWLEDGE > recall.
COMPREHENSION > understanding.
APPLICATION > using knowledge in new situations.
ANALYSIS > breaking things down > critical thinking.
SYNTHESIS > putting things together > creative thinking.
EVALUATION > judgement.
BLOOMS TAXONOMY – REVISED
REMEMBERING > recall facts and basic concepts.
UNDERSTANDING > explain ideas or concepts.
APPLYING > use information in new situations.
ANALYZING > draw connections among ideas.
EVALUATING > justify a stand or decision.
CREATING > produce new or original work.

TYPES OF KNOWLEDGE USED IN COGNITION

FACTUAL KNOWLEDGE
Knowledge of terminology.
Knowledge of specific details and elements.

CONCEPTUAL KNOWLEDGE
Knowledge of classifications and categories.
Knowledge of principles and generalizations.
Knowledge of theories, models, and structures.

PROCEDURAL KNOWLEDGE
Knowledge of subject-specific skills and algorithms.
Knowledge of subject-specific techniques and methods.
Knowledge of criteria for determining when to use appropriate procedures.

METACOGNITIVE KNOWLEDGE
Strategic Knowledge.
Knowledge about cognitive tasks, contextual and conditional knowledge.
Self-knowledge
GENERAL TYPES OF LEARNING OUTCOMES
PSYCHOMOTOR
Physical performance; may involve eye-hand coordination.

AFFECTIVE
Demonstration of appropriate emotions/affect.

COGNITIVE
Thinking about facts, terms, concepts, ideas, relationships, patterns, conclusions.

II. CONTENT OR SUBJECT MATTER

The Content of the lesson is the topics or subject matter that will covered.
III. REFERENCES
The reference maybe a book, a module or any publication.

IV. TEACHING AND LEARNING METHODS

Activities where the learners derive experiences. Teacher-learning methods
allow cooperation, competition, individualism or independent among students.
o Cooperative Learning Activities > students work together.
o Independent Learning Activities > develop personal responsibility.
o Competitive Activities
o Various delivery mode like Online Learning and similar modes.

V. ASSESSMENT OR EVALUATION
Learning occurs effectively when student receive feedback. (Assessment).

3 MAIN FORMS
1. SELF-ASSESSMENT
Through which a student learns how to monitor and evaluate their own learning.

2. PEER ASSESSMENT
In which students provide feedback on each other’s learning.

3. TEACHER ASSESSMENT
Teacher prepare tests and gives feedback on the student’s performances.

FORMATIVE ASSESSTMENT
Providing feedback to help the student learn more.

SUMMATIVE ASSESSMENT
Expressing judgement on student’s achievement by reference to stated criteria.
APPROACHES TO CURRICULUM DESIGNING

TYPES OF CURRICULUM DESIGN MODEL

1. SUBJECT-CENTERED DESIGN
Focuses on the content of the curriculum.
Correspond to the textbook: specific subject or course.

1.1. SUBJECT DESIGN

Oldest and most familiar design, easy to deliver.

1.2. DISCIPLINE DESIGN

Move higher to a discipline when students are more mature.

1.3. CORRELATION DESIGN

Links separate subject design to reduce fragmentation.

1.4. BROAD FIELD DESIGN/INTERDISCIPLINARY

Variation of the subject-centered design, to cure the compartmentalization of
separate subject that are related to each other.
HOLISTIC CURRICULUM > thematic design, revolve around the theme.

2. LEARNER-CENTERED DESIGN
Learner is the center of the educative process.

2.1. CHILD-CENTERED DESIGN

JOHN DEWEY, ROUSEU, PESTALLOZI, FROEBEL.
Not considered a passive individual but engages with their environment.

2.2. EXPERIENCE DESIGN

Believes that the interests and needs of learners cannot be planned.

2.3. HUMANISTIC DESIGN

 Abraham Maslow and carl rogers.
Development of self is the ultimate objective learning.

3. PROBLEM-CENTERED DESIGN
Social problems, needs, interests and abilities, life situations.

3.1. LIFE-SITUATION DESIGN

Design is unique, allows student to view problem. Past and present experience.

3.2. CORE PROBLEM DESIGN

Centers on general education, problem based on human activities.

APPPROACHES TO CURRICULUM DESIGN

1. CHILD OR LEARNER-CENTERED APPROACH
Underlying philosophy that the child or learners is the center of education.
Needs, interests, purposes and abilities of learners.

PRINCIPLES:
1. acknowledgement and respect.
2. revolve around the overall development.
3. uniqueness of every learner.
4. differentiated instructional.
5. motivating supportive learning environment.

2. SUBJECT-CENTERED APPROACH
Separate distinct subjects for every educational level.

PRINCIPLES:
1. subject matter.
2. information.
3. identifying problems of living.
4. content of knowledge.
 5. Teacher’s role is to dispense the content.

3. PROBLEM-CENTERED APPROACH
Children experience problem, total development as individual.

VIEWS AND BELIEFS:

1. capable of directing and guiding themselves.
2. civic responsibilities.
3. problem solves themselves.

CURRICULUM MAPPING
CURRICULUM MAPPING
Process or procedure that follows curriculum designing.
Done before curriculum implementation or operationalization written curriculum.

CURRICULUM MAPPING (ASCD, 2004)

HEIDI HAYES JACOBS in 2004 > not one-time but continuing action.

IMPLEMENTING THE CURRICULUM

CURRICULUM IMPLEMENTATION
Phase where teacher action takes.
Putting into practice the written curriculum that has been designed.

ORNSTEIN and hunkins in 1998

Curriculum Implementation: interaction between the curriculum that has been
written and planned and the teacher who are in charged to deliver it.

CURRICULUM IMPLEMENTATION
Current to new / enhanced curriculum.
 Change: behavior > new strategies and resources.
Requires effort hence goals should be achievable.
Loucks and Lieberman 1983
Curriculum Implementation: trying out of a new practice and what it looks like
when actually used in a school system.
Curriculum Implementation: in a classroom context > “teaching”
School, district, division, whole educational system.
Course, degree program, institution, whole higher education system.
Requires: time, money, personal interaction, personal contacts and support.

KURT LEWIN’S FORCE THEORY AND CURRICULUM CHANGE

Kurt Lewin in the 1940s > Father of Social Psychology.

FORCE FIELD ANALYSIS
situations are maintained by an equilibrium between forces that
drive change and others that resist change.

LEWIN
“Change will be better if the restraining forces shall decrease, rather than
increasing the driving force”.

CATEGORIES OF CURRICULUM CHANGE (MCNEIL)

1. SUBSTITUTION
 Replaced or substituted by a new one. Complete overhaul.

2. ALTERNATION
Minor change to the current or existing curriculum.

3. RESTRUCTURING
Building a new structure mean major change or modification in school system.

4. PERTURBATIONS
Change is disruptive, teacher have to adjust them within fairly short time.

5. VALUE ORIENTATION
Curriculum change. Emphasis that the teacher provides which are not within
the mission and vision of the school or vice versa.

THREE (3) IMPORTANT ELEMENTS

1. DEVELOPMENT
Develop multiple perspectives, increase integration, make learning autonomous.
Development change process for the teachers.

2. PARTICIPATORY
Curriculum implementation to succeed. Stakeholders, peers, school leaders, etc.

3. SUPPORTIVE
Supplies, equipment, classrooms, laboratory.
Human support: school leader, head
Institutional support for curriculum implementation.
IMPLEMENTING A CURRICULUM DAILY IN THE CLASSROOM
DepED ORDER NO. 70 series 2012
Sets forth guidelines on the preparation of daily lessons. It says that teachers,
who have been in the service for more than two years-private school experience
included, shall not be required to prepare detailed lesson plans.
Teacher with less than 2 years teaching required to prepare Daily Lesson Plan.
 DAILY LESSON PLAN
I. Objectives
II. Subject Matter
III. Procedure
IV. Assessment
V. Assignment

S > Specific
M > Measurable
A > Attainable
R > Result Oriented
T > Time Bound

CORPUZ and salandanan, 2013

“There are many ways of teaching for different kinds or learners”.

APPROACH
Set of assumptions that define beliefs and theories about the nature of the
learner and the process of learning which is translated into the classroom.

METHOD (DESIGN)
Overall plan for systematic presentation of a lesson based upon a selected
 approach. It implies an orderly logical arrangement of steps.

TECHNIQUES
specific activities manifested in the classroom that are consistent with a method

STANDARDS FOR THE DEVELOPMENT OF THE BASIC EDUCATION

1. INCLUSIVE
No student is excluded from the circle of learners.

2. DEVELOPMENTALLY APPROPRIATE
The tasks required of students are within their developmental stages.

3. RESPONSIVE AND RELEVANT

Using relevant and responsive teaching approach making teaching meaningful.

4. RESEARCH-BASED
Integrating research findings in your lessons keeps your teaching fresh.

5. CULTURE-SENSITIVE
You employ teaching approach that is anchored on respect for cultural diversity.
6. CONTEXTUALIZED AND GLOBAL
You make teaching meaningful by putting your lesson in a context.

7. CONSTRUCTIVIST
Means you believe that students learn by building upon their prior knowledge.

8. INQUIRY-BASED AND REFLECTIVE

The core of the learning process is to elicit student-generated questions.

9. COLLABORATIVE
Groups of students or teachers and students working together to learn

10. INTEGRATIVE
 This can be intradisciplinary, interdisciplinary or transdisciplinary.

Intradisciplinary > integration is within one discipline.

Interdisciplinary > integration happens separate subjects brought together.

Transdisciplinary > integration is integrating your lesson with real life.

11. SPIRAL PROGRESSION APPROACH

Developed same concepts from one grade level to the next increasing complexity.

12. MTB-MLE- BASED

Means Mother Tongue-based Multilingual Education.

DIFFERENT METHODS OF TEACHING

1. DIRECT AND INDIRECT METHOD
> DIRECT METHOD
You lecture immediately on what you want the students to learn.

> INDIRECT METHOD

Synthesize what have been shared to connect loose ends and give a whole picture

2. DEDUCTIVE AND INDUCTIVE METHODS

> DEDUCTIVE METHOD
Begin lesson: generalization, rule, definition.
End lesson: examples, illustrations or with what is concrete.

> INDUCTIVE METHOD

Begin lesson: examples, with what is known, with the concrete and with details.
End lesson: students giving the generalization, abstraction or conclusion.
 GARDNER’S THEORY OF MULTIPLE INTELLIGENCE
Proposes that people are not born with all of the intelligence they will ever have.

HOWARD GARDNER
American developmental psychologist.
Research Professor of Cognition and Education

1. LINGUISTIC INTELLIGENCE
Deals with sensitivity to the spoken and written language, ability to learn
languages, and capacity to use language to accomplish certain goals.

2. LOGICAL-MATHEMATICAL INTELLIGENCE
Capacity to analyze problems logically, carry out mathematical operations, and
investigate issues scientifically.

3. SPATIAL INTELLIGENCE
To recognize and manipulate the patterns of wide space (navigators and pilots)
Patterns of areas, to sculptors, chess players, graphic artists, or architects.

4. BODILY-KINESTHETIC INTELLIGENCE
Using whole body or parts of the body to solve problems or to fashion products.

5. MUSICAL INTELLIGENCE
Skill in the performance, composition, and appreciation of musical patterns.

6. INTEPERSONAL INTELLIGENCE
Capacity to understand the intentions, motivations, and desires of other people
and consequently, to work effectively with others.

7. INTRAPERSONAL INTELLIGENCE
Understand oneself, to have an effective working model of oneself-including
own’s desires, fears, and capacities - and to use such information effectively.
8. NATURALIST INTELLIGENCE
Involves expertise in the recognition and classification of the numerous
species—the flora and fauna—of his or her environment.

THE ROLE OF TECHNOLOGY IN

DELIVERING THE CURRICULUM
INSTRUCTIONAL MEDIA
Materials and physical means an instructor might use to implement instruction
Computer labs, classroom technology, Blackboard, audio and video conferencing.
Engages students, aids student retention of knowledge, motivates interest.

NON-PROJECTED MEDIA
> real objects > printed materials (books, worksheets)
> models > visual (drawings, photographs, graphs, charts)
> field trips > visual board (chalkboard, whiteboard)
> kits > audio material
PROJECTED MEDIA
> slides > overhead transparencies
> filmstrips /films > opaque projection
> video, VCD, DVD > computer/ multimedia presentation

FACTORS FOR TECHNOLOGY SELECTION

1. PRACTICALITY
Is the equipment (hardware or software) available?

2. APPROPRIATENESS IN RELATION TO THE LEARNERS

Is the medium suitable to the learner’s ability to comprehend?
3. ACTIVITY /SUITABILITY
Will the media fit the instructional events resulting information or motivation?

4. OBJECTIVE-MATCHING
Overall, does the medium help in achieving the learning objectives?
THE THREE (3) KEY TRENDS
1. COLLABORATIVE
Sharing information and connecting with others.
A powerful tool in education / learn more about specific subjects,

2. TECH-POWERED
Another noteworthy tech-driven initiative in education.
Permeates our lives, and the better able students are to create.

3. BLENDED
Blended learning is combining computers with traditional teaching.
Reverse teaching, flip teaching, backwards classroom, or reverse instruction.

“Revolutionizing the use of technology to boost educational paradigm shifts that give
importance to student-centered and holistic learning”.

PARADIGM SHIFT
Teacher-centered to Student-centered.

FUTURISTIC CLASSROOM > ENRISHMENT

Home assignment for students to design through drawing or cutouts from print.

STAKEHOLDERS IN CURRICULUM
 IMPLEMENTATION
CURRICULUM STAKEHOLDERS
1. LEARNERS ARE AT THE CENTER OF THE CURRICULUM
Learners have more dynamic participation from the planning, designing,
implementing, and evaluating.

2. TEACHER AS CURRICULUM DEVELOPERS AND IMPLEMENTERS

Stakeholders who plan, design, implement and evaluate the curriculum.

3. CURRICULUM MANAGERS AND ADMINISTRATORS

Principals: being a curriculum manager.
Curriculum implementation, select and recruit teachers, the final decision.

4. PARENTS AS SUPPORTERS TO THE CURRICULUM

Parent’s involvement extends from the confine of the school to the homes.

5. COMMUNITY MEMBERS AS CURRCIULUM RESOURCES

Materials in the existing community can substitute for what is needed to
implement the curriculum.

6. OTHER STAKEHOLDERS IN CURRICULUM IMPLEMENTATION

GOVERNMENT AGENCIES: DepEd, TESDA, CHED, Local Government Units
NON-GOVERNMENT AGENCIES: Gawad Kalinga, Metrobank Foundation, etc.

EVALUATING THE CURRICULUM

CURRICULUM EVALUATION
Component of curriculum development responds to public accountability.
Look into educational reform or innovations that happen.
> WHAT > WHY > HOW

2 WAYS OF LOOKING CURRICULUM EVALUATION

1. CURRICULUM PROGRAM EVALUATION
Focus on overall aspect of curriculum itself. Big curriculum program.

2. CURRICULUM PROGRAM COMPONENT EVALUATION

Separate evaluation of learning outcomes, curriculum process and materials.

CURRICULUM EVALUATION A PROCESS AND A TOOL

PROCESS
Follows procedure based on models and frameworks to get the desired result.

TOOL
Help teacher and implementor to judge the worth and merit of curricular change.

STEPS AND WHAT TO CONDUCT

1. IDENTIFYING PRIMARY OBJECTS
Curriculum program specialist, managers and administrators, school heads,
participants, (teachers and students), content specialist, another stakeholder.

2. IDENTIFYING CRITICAL ISSUES AND PROBLEMS

Outcomes (excepted, desired, intended) process (implementation) resources.
3. INDENTIFYING DATA SOURCE
People (teacher, students, curriculum developers) existing documents, records.

4. INDENTIFYING TECHNIQUES FOR COLLECTING DATA

Standardized test, informal test, interviews, checklist, anecdotal records.

5. INDENTIFYING ESTABLISHED STANDARDS AND CRITERIA

Standards previously set by agency (DepEd, CHED, Professional Organization).
6. INDENTIFYING TECHNIQUEZ IN DATA ANALYSIS
Content analysis, process analysis, statistics, comparison, evaluation process.

7. PREPARING EVALUATION REPORT

Written, oral, process, final, summary, descriptive, graphic, etc.

8. PREPARING MODES OF DISPLAY

Case studies, text scores summary, testimonies, multi-media representation.

PERSONS DEFINED CURRICULUM EVALUATION

A. Ornstein and F.Hunkins – 1998
Process done in order o gather data that enables one to decide whether to
accept, change, eliminate the whole curriculum of a textbook.

J. MCNEIL – 1997
1. Do planned learning opportunities, programs, courses, and activities as
developed and organized actually produce desired results?
2. How can a curriculum best be improved?

L. GAY – 1985
Evaluation is to identify the weaknesses and strengths.
To determine the effectiveness of the returns on allocated finance.

P. OLIVIA – 1988
It is a process of delineating, obtaining and providing useful information for
judging alternatives purposes of modifying or eliminating the curriculum.
CURRICULUM EVALUATION MODELS
Curriculum models by ralph tyler and hilda taba end with evaluation.
Evaluation > bid idea that collectively talk about the value of something done.

1. BRADLEY EFFECTIVENESS MODEL

Wrote handbook on curriculum leadership and development.
 Measure the effectiveness of a developed or written curriculum for purpose.

2. TYLER OBJECTIVES CENTERED MODEL

Proposed a curriculum evaluation model which until now continuous.
His monograph was entitled basic principles of curriculum and instruction.

3. DANIEL STUFFLEBEAM MODEL

CIPP model of curriculum evaluation.
Emphasis that the result of evaluation should provide data for decision making.
4 STAGES OF PROGRAM OPERATION
1. context evaluation
2. input evaluation
3. process evaluation
4. product evaluation

4. STAKE RESPONSIVE MODEL

Oriented more directly to program activities rather than program intents.

5. SERIVEN CONSUMER ORIENTED EVALUATION

Consumers of educational products which are needed to support an implemented
curriculum often use consumer-oriented evaluation.

CURRICULUM EVALUATION
THROUGH LEARNING ASSESSMENT
ACHIEVED LEARNING OUTCOMES
Product of what are have been intended in the beginning of learning process.
Indicators of the learning outcomes which are accomplished.
Standards and competencies are used as indicators and measure of outcomes.
PQF – Philippine Qualification Framework > as a standard which will be aligned to the:
ARQF – Asian Reference Qualification Framework > comparability learning outcomes.

THE (PQF) 8 LEVELS OF QUALIFICATIONS

1. National Certificate I 5. Diploma
2. National Certificate II 6. Baccalaureate Degree
3. National Certificate III 7. Post-Baccalaureate Program
4. National Certificate IV 8. Doctoral Degree and Post-Doctoral Programs

LEVELS OF LEARNING OUTCOMES (KPUP)

> Knowledge > Understanding
> Process > Performance
TYPES OF TEST TO MEASURE KNOWLEDGE, PROCESS AND UNDERSTANDING

1. OBJECTIVE TEST
Test that only one and one correct answer. Difficult to construct easy to check.
> Pencil and Paper Test – Simple Recall
> Alternative Response Test
> Multiple Choice Test
> Matching Type Test – Perfect Matching Type – Imperfect Matching Type
2. SUBJECTIVE TEST
Indicate learner’s ability to originate, express ideas.
> Essay
> Restricted Response Item
> Extended Response Item

TYPES OF ESSAY THAT MEASURE COMPLEX LEARNING OUTCOMES

1. RESPECTIVE RESPONSE ESSAY ITEMS
Explain cause and effect, Enumerate and explain.
Describe application of principles, Formulate valid conclusion.

2. EXTENDED RESPONSE ITEM

Organize ideas, Integrate learning.
Design an experiment, Evaluate the worth of ideas.
 PERFORMANCE ASSESSMENT TOOLS
1. CHECKLIST
Tool that consists of a list of qualities that are expected to be observed.

2. RATING SCALE
Uses a scale in a number line as a basis to estimate the numerical value.

3. RUBRICS FOR PORTFOLIO

Compilation of experiences learning outcomes with evidences and reflection.

PLANNING, IMPLEMENTING, AND

EVALUATING: UNDERSTANDING THE
CONNECTIONS
THE EVALUATION CYCLE: THE CONNECTIONS
PLANNING
Initial process in curriculum development.

IMPLEMENTING
Planned curriculum which was written should be implemented.

EVALUATING
If the desired learning outcomes were achieved.

CURRICULUM DEVELOPMENT
REFORMS AND ENHANCEMENT
THE ENHANCED BASIC EDUCATION ACT OF 2013 (K TO 12)
1. The curriculum shall be Learner – Centered inclusive and development appropriate.
Learner-Centered – shift focus of instruction from teacher to the student.
2. The curriculum shall be relevant, responsive and research – based.
3. The curriculum shall be culture – sensitive.
4. The curriculum shall be contextualized and global.
Contextualization - Developing new in presenting new subject matter.
5. The curriculum shall use pedagogical approaches that are constructivist inquiry.
Constructivism - construct own understanding and knowledge of the world.
6. The curriculum shall adhere to the principles and framework of Mother Tongue.
7. The curriculum shall use the spiral progression approach.
Spiral Progression - expose the learners to a wide variety of concepts/topics.

8. The curriculum shall be flexible enough to enable and allow schools to localize.
Localization - Freedom for schools to adapt the curriculum to local conditions.

CURRICULUM TRACKS
Academic
Technical-Vocational-Livelihood
Sports Track
Arts and Design Track

CORE CURRICULUM
set courses considered basic and essential for future class work / graduation.
Mother Tounge, Filipino, English, Science, Mathematics, AP, TLE, MAPEH, ESP

SENIOR HIGH SCHOOL CURRICULUM

Science, Technology, Engineering and Math (STEM).
Humanities and Social Science (HUMSS).
Accounting Business and Management (ABM).
General Academic Strand (GAS).
 OUTCOME BASED EDUCATION
Spady, William G.
(OBE) means focusing and organizing in educational system.

FOUR (4) PRINCIPLES:

1. CLARITY OF FOCUS
Everything teachers do must be clearly focused on what they want students to
know, understand and be able to do.

2. DESIGNING DOWN
Curriculum design must start with a clear definition of the intended outcomes
that students are to achieve by the end of the program.

3. HIGH EXPECTATIONS
Establish high, challenging standards of performance in order to encourage
students to engage deeply in what they are learning.

4. EXPANDED OPPORTUNITIES
Teachers must strive to provide expanded opportunities for all students.

TRADITIONAL VIEW
Instruction
Inputs and resources
Knowledge is transferred by the teacher
Teacher dispense knowledge
Teachers and students are independent and in isolation

(OBE) VIEW
Learning
Learning outcomes
 Knowledge already exists in the minds of the learners
Teachers are designers of methods
Teachers and students work in terms

TEACHER EDUCATION CURRICULUM

ON (OBE)
1. DESIRED OUTCOMES OF THE TEACHER EDUCATIONS PROGRAM
Ideal Graduate of Teacher Education Program Competencies

COMPETENCIES FOR ALL FUTURE TEACHERS IN THE TEACHER

EDUCATION CURRICULUM
Demonstrate: basic and higher levels of literacy.
Demonstrate: principled understanding of teaching and learning process.
Master: pedagogical principles and subject matter content.
Pursue: Lifelong learning.
Practice: Professional and ethical standards.

OUTCOMES FOR NEW BREED OF TEACHERS:

> Multiliterate > Master Subject Content > Highly Skilled
> Reflective > Highly Professional > Innovative

2. TEACHER EDUCATION CURRICULUM: AN EXAMPLE

Using the OBE framework, the competencies previously stated are now
translated into outcomes.