Franciscan College of the Immaculate Conception

Baybay, Leyte, Incorporated

Baybay City, Leyte
6521, Philippines
LEARNING
COLLEGE OF TEACH ER EDUC ATION
GUIDE 2

EDUC
THE
TEACHER
AND THE
SCHOOL

ACADEMIC YEAR 2021-2022 l FIRST SEMESTER

FCIC PROPERTY
Any part of this module is not for sale and
 EDUC 30:The Teacher and the School Curriculum

Table of Contents
Cover Page i
Table of Contents ii
Module Guidelines iii
Parts of the Module iv
Vision, Mission and Goals
Course Syllabus
I. Course Content
II. Flexible learning Resources
A. E-books/Textbooks
B. Faculty Developed Power Point and Self-learning Materials
C. Faculty/Institution Developed Manuals
D. Videos
E. YouTube Links
F. Webinars
G. Open Educational Resources
III. Course assessment Evaluation
IV. Grading System
V. Course Policies
Module 1 1
Lesson Guide
Pretest
Lesson 1
Lesson 2
Post Test
Module 2
Lesson Guide
Pretest
Lesson 1
Lesson 2
Post Test
Module 3
Lesson Guide
Pretest
Lesson 1
Lesson 2
Post Test
Module 4
Lesson Guide
Pretest
Lesson 1
Lesson 2
Post Test

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 EDUC 30:The Teacher and the School Curriculum

MODULE GUIDELINES
Hello students!

”
Welcome to this course, EDUC. 30 The
Teacher and the School Curriculum

Peace and All Good! I am your learning facilitator for this

course,
MARILYN BAYNO ROGUEL, MA
[email protected]
The emergence of COVID-19 pandemic has brought
unexpected disruptions in our lives; one of which is our education.
However, our yearning for knowledge and desire for its continuity
prevails in all of us. Thus, we have made sure that your learning will
not be halted while making your health and safety as one of our
Flexible Learning is the
priority. With this, the institution has implemented Flexible Learning
design and delivery of
wherein you will be given course modules for every quarter.
programs, courses, and
learning interventions. It We will ensure the continuity of inclusive and accessible
involves the use of education to you. Are you ready for the new journey ahead of you?
digital and non-digital Well, if you are, then you may read the following guidelines
technology. that I have listed below. God Bless!

Each of the module will You will be updated with If you have any inquiries
be given by your learning the schedule of regarding the activities
facilitator quarterly- submission for each and the lesson, do not
PRELIM, MIDTERM, module. Be sure to use hesitate to contact me as
SEMI-FINALS, and the contact information your learning facilitator.
FINALS. as what was written in
your enrolment form.

Please
Take
Note! Be sure to answer the Submit on time, be sure Do not share this course
module activities as to pass this as neat as module. Please be
honestly as possible to possible. responsible in handling
really test YOUR the material.
understanding of the
lesson. It will be much
appreciated if you do.

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 EDUC 30:The Teacher and the School Curriculum

Parts of the modules

This module contains the

“
following parts:

Every module will have these parts for you to systematically

understand the lessons and concepts needed to finish the
course. Be guided with the following sections:

GATHER AND SORT EVIDENCES

ACTIVITY 1
This part in the lesson presents an overview or a pretest activity to test your
understanding; relearning and unlearning specific concepts that you may have
remembered before. It is essential to answer this part so you may highlight the
important insights within the lesson.
LEVELLING OFF
Every lesson has this part because this is the “meat” of the module. This
section discusses the important concepts and skills that you should learn
throughout the course. Be sure to read this part for you to answer the activities
prepared by your learning facilitator.
ACTIVITY 2
This section is a continuation in testing your understanding after reading the
text/ article provided.
ACTIVITY 3
This is an extended section that provides an activity which explores your in-
depth understanding of the lesson.
FOLLOW THROUGH
This section focuses on differentiated learning wherein you are given the
freedom to choose one task from the alternative activities. Each of the options
are provided with either a general or a specific rubric or criteria where your
scores are based upon.
YOUR TURN
This section is provided for you to reflect on the lessons and how it can be
applied to you. This will be considered as your major learning output or
assessment in every lesson.

I hope that you find the information, activities and resources in this module helpful
as you actively engage with the text. In the following pages, you will find additional
information about the course.
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 EDUC 30:The Teacher and the School Curriculum

FCIC VISION
Inspired by the Blessed Virgin Mary, the Immaculate Conception and living out the Franciscan Spirituality,
we envision ourselves as a Christ – centered, academically – innovative, and socially – responsive
community, committed to evangelizing and witnessing the Gospel values toward the realization of the
fullness of life.
FCIC MISSION
Moved by the Life of Blessed Maria Theresia Bonzel, we commit ourselves to:
 Integrate and strengthen the witnessing of the Gospel values in curricular and co – curricular
programs and activities;
 Promote and intensify lived – adoration to the Blessed Sacrament;
 Create and sustain opportunities for the development of creative and critical thinking skills among
stakeholders;
 Advocate responsible stewardship programs and activities for a sustainable family, community,
and environment;
 Establish collaboration to enhance linkages and partnerships in and outside the school
community.
FCIC GOALS
 Provide Christian Formation programs and activities with Religion as the core of the curriculum.
 Create opportunities in understanding and valuing the devotion to the Blessed Sacrament.
 Offer growth opportunities for technical, vocational, and professional skills and engage in
providing avenues for lifelong learning.
 Empower community to become stewards of the dignity of life and environment.
 Establish and nurture linkages with church, government, and non – government organizations.
CORE VALUES: INTEGRITY, RESPONSIBLE STEWARDSHIP, EXCELLENCE, COMPASSION,
PEACE
METAPHOR: LIGHTHOUSE
EXPECTED GRADUATE OUTCOMES
Morally Upright
 Christ – centered individuals who nurture Marian and Franciscan Spirituality
 Model of the lived – adoration of Blessed Maria Theresia Bonzel.
Lifelong Learner
 Learns and works independently and collaboratively to live harmoniously for sustainable family
and community.
 Translates knowledge and skills generated from Translates knowledge and skills generated from
knowledge and skills generated from research and other sources to improve quality of life.
Reflective and Creative Thinker
 Generates ideas, designs, systems or information with resourcefulness to meet current and
emerging needs of society
 Responds to multiple experiences and ideas about the world and communicates personal and
Christian principles through various modes and media
Proficient Communicator
 Articulates ideas clearly for varied purposes and audiences of diverse culture
 Utilizes effectively appropriate media and information technologies composes and comprehends a
range written, spoken and visual texts to convey information that is meaningful to society and the
church.

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 EDUC 30:The Teacher and the School Curriculum

COLLEGE OF TEACHER EDUCATION

VISION The FCIC College of Education as globally competitive graduates founded

on the teachings of Christ and imbued with Franciscan spirituality, personal
uprightness, professional competence, and social responsiveness.

MISSION  Nurture teachers with excellent pedagogical, technological, and content

knowledge competence;
 Offer academic programs and services that are relevant and
interdisciplinary;
 Infuse into the academic life Christian values imbued with Franciscan
spirituality and an awareness of the needs of the community;
 Contribute to the development of educational theories and practices
through functional and meaningful researches.

PROGRAM The FCIC Teacher Education Department offers Bachelor of Elementary

DESCRIPTION Education (BEED) and Bachelor of Secondary Education (BSED) programs
major in Biological Science, English Science, Mathematics, Filipino, and Pre –
elementary. The curriculum is designed to produce teachers in primary,
elementary, and secondary schools locally, nationally, and internationally. The
design features include various components that correspond to the basic
specialized knowledge and skills needed by a professional teacher.

PROGRAM 1. Articulate the rootedness of education in philosophical, socio – cultural,

OUTCOMES historical, psychological, and political context.
2. Demonstrate mastery of subject matter/discipline
3. Facilitate learning using a wide range of teaching methodologies and
delivery modes appropriate to specific learners and their environments.
4. Develop innovative curricula, instructional plans, teaching approaches,
and resources of diverse learners.
5. Apply skills in the development and utilization of ICT to promote
quality, relevant, and sustainable educational practices.
6. Demonstrate variety of thinking skills in planning, monitoring,
assessing, and reporting learning processes and outcomes.
7. Practice professional and ethical teaching standards sensitive of the
local, national, and global realities.
8. Pursue lifelong learning for personal and professional growth through
varied experiential and field – based opportunities.

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 EDUC 30:The Teacher and the School Curriculum

Franciscan College of the Immaculate Conception, Baybay, Leyte, Inc.

Baybay City, Leyte
COLLEGE DEPARTMENT
OBE COURSE OUTLINE
FIRST SEMESTER AY: 2021-2022
Course Number : Education 30
Course Title : The Teacher and the School Curriculum
Course Credit : 3 Units
Contact Hours : 3 HOURS/WEEK
Pre-requisite : NONE
Course Description : This course will aid the students to capture essential concepts of
curriculum making in which this let them understand how to
design and implement a curriculum. Curriculum evaluation
and tools are their criteria so that concepts of curriculum
instruction and assessment are linked up.
Course Outcomes :
CO 1. Discuss the different curricula that exist in school and analyze its significance
and the curriculum development in the classroom.
CO 2. Define curriculum from different perspective and its approaches and
foundations.
CO 3. Analyze what is the process in curriculum implementation
CO 4. Discuss the roles of technology in curriculum delivery and identify the
stakeholders, their roles.
CO 5. Acquire clear understanding of curriculum evaluation by learning outcomes
and analyze relationship of planning, implementing and evaluating.

COURSE CONTENT:
FIRST The Curricula in Schools Describe the foundations of
QUARTER curriculum development
The School Curriculum: Definition,
Nature and Scope Identify the fundamentals of
curriculum designing
Foundations of Curriculum: Identify some familiar
Fundamentals of Curriculum Designing curriculum designs and
Approaches to Curriculum Design approaches to the design.

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 EDUC 30:The Teacher and the School Curriculum

SECOND Curriculum Mapping Define curriculum mapping

QUARTER and curriculum quality
Curriculum Implementation as a Change Define curriculum
Process implementation
The Change Process Define curriculum
implementation

THIRD Curriculum Program Evaluation Acquire clear understanding

QUARTER Process of Curriculum Evaluation of what is curriculum
evaluation.
K to 12 Basic Education Curriculum

Gain comprehensive
understanding of the K to 12
Basic Education Curriculum
Reforms
FOURTH Outcome-Based Education in Teacher
Education Define what is outcome –
QUARTER Curricular landscape in the 21st century based education as this apply
Education 4.0 to teacher education.
Implications of Covid 19 to teacher education
curriculum Describe the curricular
landscape in the 21st century.

Explain what Education 4.0

in the school curriculum

Identify the implications to

teacher education curriculum
of the occurrence of Covid 19
pandemic
REFERENCES:
The Teacher and the School Curriculum by Purita Bilbao, Filomena Dayagbil, Brenda Corpuz
Curriculum and the School Teacher by Marlow Ediger and Digumarti Bhaskara Rao
Curriculum Organizations and Teaching Methods by Edison Xavier, editor

B. Faculty Developed Power Point and Self-learning Materials

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 EDUC 30:The Teacher and the School Curriculum

*All supplementary materials aside from this module will be sent to our Google Classroom every
quarter.

C. Faculty/Institution Developed Manuals

D. Videos

E. YouTube Links

F. Webinars

G. Open Educational Resources

The electronic resources made available by the Franciscan College of the Immaculate
Conception in its website: fcic.edu.ph are for the personal, research, scholarly, or instructional
activities of the current FCIC faculty, staff, students and other authorized users. MOST of the
library’s electronic resources are governed by license agreements that limit use of the e-
resources. The misuse and violation of prohibited uses may result in loss of access to these
resources for the entire FCIC community.

II. Course assessment Evaluation

Total Item Date
A. Quiz
First Quarter
Quiz 1 30 August 27, 2021
Quiz 2 30 September 3, 2021
Second Quarter
Quiz 1 30 October 1, 2021
Quiz 2 30 October 8, 2021
Third Quarter
Quiz 1 30 October 29, 2021
Quiz 2 30 November 12, 2021
Fourth Quarter
Quiz 1 30
Quiz 2 30 December 3, 2021

B. Performance Task 1
Performance Task 2

C. Project 1 (Midterm)
Project 2 (Finals)

D. Quarterly Examinations
First Quarter September 13-17, 2021
Second Quarter October 11-15, 2021
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 EDUC 30:The Teacher and the School Curriculum

Third Quarter November 15-19, 2021

Fourth Quarter December 6-10, 2021

E. Class Schedule (TTH 2:30 – 4:00 PM)

DAY DATE LESSON/ACTIVITY/TASK Mode
AUGUST
M 16 Start of Summer Classes -
W 18 Distribution of Module 1 Thru Google
Classroom
F 20 Virtual Course/Module Orientation and Thru Google Meet
Introduction (2:30 – 4:00 PM)
M 23 Self-Processing and Answering of Module
Activities
W 25 Module 1 Lesson 1 Discussion: Thru Google Meet
The Teacher and the School Curriculum (2:30 – 4:00 PM)

F 27 Prelim Quiz #1 Thru Google Form

M 30 Self-Processing and Answering of Module
Activities
SEPTEMBER
W 1 Module 1 Lesson 2 Discussion: Thru Google Meet
The Teacher as a Knower of Curriculum (2:30 – 4:00 PM)
F 3 Prelim Quiz #2 Thru Google Form
M 6 Self-Processing and Answering of Module
Activities
W 8 Self-Processing and Answering of Module
Activities
F 10 Self-Processing and Answering of Module
Activities
M 13
W 15 PRELIM EXAMINATION (Written) Thru Google Form
F 17
M 20 SUBMISSION OF MODULE 1 Thru Google
Classroom
W 22 Distribution of Module 2 Thru Google
Classroom
F 24 Module 2 Lesson 1 Discussion: Thru Google Meet
Designing the Curriculum (2:30 – 4:00 PM)
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 EDUC 30:The Teacher and the School Curriculum

M 27 Self-Processing and Answering of Module

Activities
W 29 Self-Processing and Answering of Module
Activities
OCTOBER
F 1 Midterm Quiz #1 Thru Google Form
M 4 Module 2 Lesson 2 Discussion: Thru Google Meet
Implementing the Curriculum (2:30 – 4:00 PM)
W 6 Self-Processing and Answering of Module
Activities
F 8 Midterm Quiz #2 Thru Google Form
M 11
W 13 MIDTERM EXAMINATION (Orals) Thru Google Meet
F 15
M 18 SUBMISSION OF MODULE 2 Thru Google
Classroom
W 20 Distribution of Module 3 Thru Google
Classroom
F 22 Self-Processing and Answering of Module
Activities
M 25 Module 3 Lesson 1 Discussion: Thru Google Meet
Evaluating the Curriculum (2:30 – 4:00PM)
W 27 Self-Processing and Answering of Module
Activities
F 29 Semi-finals Quiz #1 Thru Google Form
NOVEMBER
M 1 All Saints Day -
W 3 Self-Processing and Answering of Module
Activities
F 5 Self-Processing and Answering of Module
Activities
M 8 Module 3 Lesson 2 Discussion: Thru Google Meet
Curriculum Development Reforms and (2:30 – 4:00 PM)
Enhancement
W 10 Self-Processing and Answering of Module
Activities
F 12 Semi-finals Quiz #2 Thru Google Form

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 EDUC 30:The Teacher and the School Curriculum

M 15
SEMIFINALS EXAMINATION (Orals) Thru Google Meet
W 17
F 19
M 22 SUBMISSION OF MODULE 3 Thru Google
Classroom
W 24 Distribution of Module 4 Thru Google
Classroom
F 26 Module 4 Lesson 1 Discussion: Thru Google Meet
Curricular Landscape in the 21st Century (2:30 – 4:00 PM)
M 29 Self-Processing and Answering of Module
Activities
DECEMBER
W 1 Module 4 Lesson 2 Discussion: Thru Google Meet
Curricular Modification in Basic (2:30 – 4:00PM)
Education During and Post Pandemic
F 3 Finals Quiz #1 Thru Google Form
M 6
W 8 FINALS EXAMINATION (Written) Thru Google Form
F 10
10 SUBMISSION OF MODULE 4 Thru Google
Classroom
13  College Semestral Break
 Enrolment for Second Semester
20  Christmas Break (Offices are closed)

*This lesson guide is only tentative, there may be changes, and however, you will be informed
ahead of time.

III. Grading System

Quizzes/Performance - 40%
Quarterly Examinations – 40%
Project/Attendance – 20%
Total – 100%
Transmutation
Score Grade Score Grade
97-100 1.0 48-49 3.1
95-96 1.1 45-47 3.2
92-94 1.2 43-44 3.3
90-91 1.3 40-42 3.4
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 EDUC 30:The Teacher and the School Curriculum

87-89 1.4 38-39 3.5

85-86 1.5 35-37 3.6
83-84 1.6 33-34 3.7
80-82 1.7 30-32 3.8
78-79 1.8 28-29 3.9
75-77 1.9 25-27 4.0
73-74 2.0 23-24 4.1
70-72 2.1 20-22 4.2
68-69 2.2 18-19 4.3
66-67 2.3 15-17 4.4
63-65 2.4 13-14 4.5
61-62 2.5 10-12 4.6
58-60 2.6 8-9 4.7
56-57 2.7 5-7 4.8
53-55 2.8 3-4 4.9
51-52 2.9 0-2 5.0
50 3.0

IV. Course Policies

FCIC adopts the following mode of learning delivery:
1. Online. There will be a virtual classroom through the use of Moodle and/or
Google Classroom. The teacher invites students to this platform for each of
their courses. Most activities are asynchronous (not in real time) and self-
paced, teacher invites students for video conferences from time to time.
However, teachers can also hold synchronous (schedule) when necessary.
2. Offline Instructional Materials. Modules are sent through online platform
used by the teacher and available for access. Student may choose to download
or have it printed. Teachers can be reached through various channels like text
messaging or through messenger.

With these, the following policies are applied:

A. Online Classes Dress Code
All students are required to wear the school uniform, in case the school uniform is
no longer available, and the students wear proper attire. The following are not
considered proper attire: sleeveless shirts or blouse, lewd prints, transparent dress,
plunging neckline, off shoulder blouses, clothes that may reveal any
undergarments partially or in full. Hair should be well combed for both male and
female, presentable as professionals would.
Netiquettes:
1. Make sure your device is charged.
2. Find a quiet place free of distractions.
3. Be on time for the class.
4. Be respectful at all times.
5. Stay on mute and raise hand only if needed.
6. Stay focused and on task so you won’t miss any information.
7. Turn on your camera if needed.
8. Use kind words all the time.
9. Teacher and learners are dressed appropriately.
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 EDUC 30:The Teacher and the School Curriculum

10. Ask clarifications politely.

B. Attendance and Absences

Attendance of students during the flexible learning is based on the following:
 Submission of outputs online and offline on the date required by the
teacher.
 Attendance during the scheduled in virtual classes.
Basis:
1. Scheduled virtual classes (once in every quarter)
 Schedule must be reflected in the learning plan
2. Quizzes (twice in every quarter)
3. Performance (on-time submission)
4. Written quarterly Exam (prelim and final exam – taken on schedule
date)
5. Oral quarterly examinations (mid-term and semi-final – taken on
scheduled date)

Scaling for rating:

1.0 – before due date
1.3 – on time/on due date
1.7 – 1 day after due date
2.0 – 2 days after due date
2.5 – 3 days after due date
3.0 – 4 days onward after due date

V. Course Activities
1. Quizzes
1. Two quizzes could be oral or written for every quarterly period.
A total of eight quizzes for the semester.
2. Minimum of 30 items.
3. Must be given through Google forms/Moodle/Google classroom.
4. Must be answered within the day when the quiz is given.
5. Quiz must be scheduled and reflected in the learning
plan/modules/syllabus.
6. Conduct of Quizzes is checked through the google form –program head
must be added as collaborator. Monitoring will be done by the program
head.

2. Performance
 One for midterm coverage and one for final coverage
(Must be presented by batch – so it would not be tiring for teachers to view
one by one, e-copy of the individual performance output is required to be
submitted.)
 Teachers must collaborate most especially the General Education and
courses common to all programs to avoid duplication of tasks.

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 EDUC 30:The Teacher and the School Curriculum

3. Quarterly Examinations
a. Minimum of 50 items for written
b. 10 items only for knowledge level, the rest of the items will be on the
HOTS
c. Given through the use of Google forms
d. Schedule should be strictly followed, 1 week is given for students to take
the exam, and forms are closed. However, in cases where a student cannot
take examination for valid reason, the teacher informs the Dean before the
student can be given a special examination.
Valid reason includes:
1. Sickness (with medical certificate or if without doctor’s
consultation, letter from the parent or guardian.
2. Death of a Family Member
3. Taking care of a sick family member
4. Oral Examinations
Conducted virtually, can be individual or group using video chat or through
zoom or Google meet

5. Project
a. Require students to pass e-copy
b. 1 for mid-term and 1 for final
c. Late submission of output is equivalent to 3.0
Important Reminder:
In cases where student missed the activities mentioned above, it is the student
responsibility to inform the instructor and set schedule for the compliance of the
activity within one week after it is missed. If the student is not able to comply
within the grace period given, the student forfeits any score for that activity
only.
VI. Academic Integrity
All students, online and offline shall maintain a high standard of honesty in
scholastic work. As Franciscans and member of the FCIC community, students
should uphold and manifest the core values of integrity and excellence. Students must
have a full responsibility to be familiar with the conduct regulations as reflected in the
student manual. Among the conduct regulations addressed are acts of academic
integrity, including plagiarism or cheating on assignments, examinations, or other
academic work; or without prior approval of the instructor, submitting work already
done for another course. Cheating in any form during an examination, test, or written
reports including reaction papers, case analysis, experiments or assignments required,
plagiarism.

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 EDUC 30:The Teacher and the School Curriculum

COLLEGE DEPARTMENT
AY 2021-2022
FIRST SEMESTER
LESSON GUIDE
QUARTER : PRELIM
DAYS : TUESDAY – THURSDAY (2:30 – 4:00 PM)
LEARNING FACILITATOR : MARILYN BAYNO ROGUEL, MA
COURSE : EDUC 30 (The Teacher and the School Curriculum)
PROGRAM : TEACHER EDUCATION

DATE LESSON/ ACTIVITY

WEEK 2 DESIGNING THE CURRICULUM

TASKS:

VIRTUAL ORIENTATION – Students record their self-introduction output and send it thru
messenger or any social platform.

ACTIVITY 1

Students are tasked to identify the 10 axioms for curriculum designers, and explain but in your own
words.

Bilbao, Dayagbil, and Corpuz,The Teacher and the School Curriculum, OBE & PPST-
Based

ACTIVITY 2

Students are tasked to choose one statement and reflect on it. What do you think and feel about it.

Bilbao, Dayagbil, and Corpuz,The Teacher and the School Curriculum, OBE & PPST-
Based

ACTIVITY 3

Students are able to choose one statement and reflect on it. What do you think and feel about it.

Bilbao, Dayagbil, and Corpuz,The Teacher and the School Curriculum, OBE & PPST-
Based

FOLLOW THROUGH

Students are to determine the beginning teacher indicator/s being addressed if any. Is there alignment in
the learning outcomes, activities and assessment tasks that addressed the beginning teacher indicators? Why

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 EDUC 30:The Teacher and the School Curriculum
and why not?

Bilbao, Dayagbil, and Corpuz,The Teacher and the School Curriculum, OBE & PPST-
Based

YOUR TURN

Students are to using the sample for Science Curriculum Map, WHAT KNOWLEDGE AND
UNDERSTANDING HAVE YOU LEARN? Analyze the matrix and answer the following questions

Bilbao, Dayagbil, and Corpuz,The Teacher and the School Curriculum, OBE & PPST-
Based

WEEK 3 IMPLEMENTING THE CURRICULUM

TASKS:

ACTIVITY 1

Students are to as a future teacher, what would be your response to curriculum implementation as part of
curriculum change? Are you willing to take part in the implementation? Why? Why not? Write your answer
in the box.

Bilbao, Dayagbil, and Corpuz,The Teacher and the School Curriculum, OBE & PPST-
Based

ACTIVITY 2

Students are to answer in column A are concepts about curriculum implementation. Connect a line
from the box on the left (A) to the arrow on the right (B) of the correct match.

Bilbao, Dayagbil, and Corpuz,The Teacher and the School Curriculum, OBE & PPST-
Based

ACTIVITY 3

Students are to answer the questions given.

Bilbao, Dayagbil, and Corpuz,The Teacher and the School Curriculum, OBE & PPST-
Based

FOLLOW THROUGH

Students are to make sense of curriculum implementation by answering the questions given.

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 EDUC 30:The Teacher and the School Curriculum

Bilbao, Dayagbil, and Corpuz,The Teacher and the School Curriculum, OBE & PPST-
Based

YOUR TURN

Students are to answer what have they learn from the lesson we have.

Bilbao, Dayagbil, and Corpuz,The Teacher and the School Curriculum, OBE & PPST-
Based

WEEK 4 PRELIM WRITTEN EXAMINATIONS

SUBMISSION OF ALL PRELIM OUTPUT

* Finals examination will be done through Google Forms and it will be sent to the
students via their GMAIL accounts.

* Submission of the modules may be done through GMAIL, MESSENGER, or the printed
material submitted at the campus.

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 EDUC 30:The Teacher and the School Curriculum

INTRODUCTION TO THE COURSE

COURSE MODULE 1

”
Welcome and congratulations to everyone for having enrolled in this
course – Education 30, The Teacher and the School Curriculum. As
you venture into this course, set your goals to create a learning
environment that promotes fairness, safety and one that is
nonthreatening and conducive to learning. Develop higher learning
expectations to learners who will soon contribute to the establishment
of learning environments that respond to the aspirations of the
Speaking of community, we obviouslyi live in a society. We are part of the society. Our
society influences us to the extent that we allow ourselves to be influenced by it. Our thoughts,
values, and actions are somehow shaped by these events and by people with whom we come in
contact. We, in turn, help shape society- its events, its people, and its destiny.
In this first module, it is all about school curricula and the teacher. This introductory module
identifies the different types of curricula that exist in the teacher’s classroom and school. This also
describes the important roles of the teacher as a curricularist who engages in the different facets of
curriculum development in the education level.

This module is composed of the following lessons:

LESSON 1: Designing the Curriculum

LESSON 2: Implementing the Curriculum

In this Module 1, you are expected to:

 Identify the fundamentals of curriculum designing
 Analyse what is change process in curriculum implementation
 Explain the process of curriculum implementation

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 EDUC 30:The Teacher and the School Curriculum

PRE-TEST

LET’S GET STARTED!

This section of the module is an assessment tool used to
determine your pre-existing subject knowledge prior to
topical material coverage throughout the course. This gives
you a preview of what to expect from a new module. This
might be your first exposure to some terms, and concepts,
”
but that is okay! It will provide you additional idea on what
this module is about. For a better flow of understanding the
course, answer the test comfortably and as honestly as
possible. At the end of this module, you may compare your
answers with the post-test. GOD BLESS!
This module will serve as your answer sheet as well.
Identify what kind of design and approach are utilized in the following descriptions.
1.Only students who master the subject content can succeed.

2.Students are encouraged to work together to find answers to their tasks

3.No learner is left behind in reading, writing and arithmetic.

4.School means survival of the fittest.

5.Teachers extend class because the children have not mastered the lesson.

6.Lesson deals with finding the solution to everyday problem.

7.Differentiated instruction should be utilized for different ability groups.

8.Accumulation of knowledge is of primary importance in teaching.

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 EDUC 30:The Teacher and the School Curriculum

9.Learning how to learn is observable among students.

10.Students are problem-finders and solution-givers.

*********************************************

Are you done? After

answering the pre-test, you

”
may start with LESSON 1.
GOD BLESS!

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 EDUC 30:The Teacher and the School Curriculum

LESSON 1
DESIGNING THE
CURRICULUM

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 EDUC 30:The Teacher and the School Curriculum

LESSON 1: DESIGNING THE CURRICULUM

GETTING READY
A curriculum as a planned sequence of learning experiences should be at the heart
and mind of every teacher. Every teacher as a curricularist should be involved in designing
a curriculum. In fact, it is one of the teachers’ roles as a curricularist. As such, you will be a
part of the intellectual journey of your learners. You will be providing them the necessary
experiences that will enable the learner what you intend them to learn.

ESSENTIAL QUESTION
How does designing the curriculum a way for learners to improve their study?

At the end of this lesson, you are expected to:

1.Appreciate the task of designing a curriculum.
2.Analyze the approaches in the light of how these are applied in the school setting.

GATHER AND SORT EVIDENCES

ACTIVITY 1: Identify the 10 axioms for curriculum designers, and explain but in
your own words.

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 EDUC 30:The Teacher and the School Curriculum

LEVELLING OFF

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 EDUC 30:The Teacher and the School Curriculum

The Teaching and Learning Methods

These are the activities where the learners derive experiences. It is always good to keep in
mind the teaching strategies that students will experience and make them learn. The teaching-
learning methods should allow cooperation, competition as well as individualism or independent
learning among the students. For example:
 Cooperative Learning activities will allow the students to work together. The students are
guided to learn on their own to find solutions on their problems.
 Independent learning activities allow learners to develop personal responsibility. The
degree of independence to learn how to learn is enhanced. This starategy is more
appropriate for fast learners.
 Competitive activities, where students will test their competencies against another ina a
healthy manner, allow students to perform to their maximum.
 The use of various delivery moods to provide learning experiences is recommended.
Online learning and similar modes are increasingly important in many curricula to be
effective.
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 EDUC 30:The Teacher and the School Curriculum

Some Behaviorist Teaching Learning Methods:

A.Direct Instruction: Barak Rosenshine Model
Detailed Steps:
1.State Learning Objectives/Outcomes: Begin lesson with a short statement of objective or
desired lesson learning outcomes.
2.Review: Introduce short review of previous or prerequisite learning.
3.Present new materials: Present materials in small, sequenced manner.
4.Explain: Give clear and detailed instructions and explanations
5.Practice: Provide active practice for all students.
6. Guide: Guide students during initial practice, or provide seatwork activities.
7. Check for Understanding. Ask several questions, assess students’ comprehension.
8. Provide Feedback: Provide systematic feedback and corrections
9. Assess Performance; Obtain student success rate of 80 percent or more during practice
session.
10. Review and Test: Provide for spaced review and testing.

Teaching –Learning Environment

In the choice of the teaching learning methods, equally important is the teaching learning
environment, Brian Castaldi in 1987 suggested four criteria in the provision of the environment
or learning spaces in designing a curriculum.
1. Adequacy – This refers to the actual learning space or classroom large enough for student’s
mobility for class interaction and collaborative work.
2. Suitability- This relates to planned activities. Suitability should consider chronological and
developmental ages of learners. Also to be considered will be the socio-cultural, economic even
religious background of the learners.
3. Efficiency – This refers to operational and instructional effectiveness.
4. Economy – This refers to cost effectiveness. How much is needed to provide instructional
materials.
Assessment/ Evaluation
Learning occurs most effectively when students receive feedback, i.e. when they receive
information on what they have already (and have not) learned. The process by which this
information is generated is assessment. It has three main forms.
 Self-assessment, through which students learn to monitor and evaluate their own learning.
This should be a significant element in the curriculum because we aim to produce
graduates who are appropriately reflective and self-critical.

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 EDUC 30:The Teacher and the School Curriculum

 Peer assessment, in which students provide feedback on each other’s learning. This can be
viewed as an extension of self-assessment. And presupposes trust and mutual respect..
Research suggests that students can learn to judge each other’s work as reliably as staff.
 Teacher assessment, in which the teacher prepares and administers tests and gives
feedback on the student’s performance.
Students usually learn more by understanding the strengths and weaknesses of their work
than by knowing the mark or grade given to it. For this reason, summative assessment
tasks should include an element of formative feedback, if possible.
Approaches to Curriculum Designing:
Types of Curriculum Design Models
There are many ways of looking at curriculum and designing one. For own purposes. Let
us focus on the most widely used examples.
1.Subject-Centered Design
This is a curriculum design that focuses on the content of the curriculum. This
corresponds mostly to textbook because it is written based on the specific subject.
a.Subject Design
Subject design curriculum is the oldest and so far the most familiar design for teachers,
parents and other laymen. According to advocates, subject design has an advantage because it is
easy to deliver.
b.Discipline Design
This curriculum design model is related to the subject. However, while subject design
centers only on the cluster of content, discipline design focuses on academic disciplines.
Discipline refers to specific knowledge learned through a method which the scholars used to
study a specific content of their fields.
c.Correlation Design
Coming from a core, correlated curriculum design links separate subjects designs in order
to reduce fragmentation.
d.Broad Field Design
This is interdisciplinary which is a variation of the subject-centered design. This design is
made to cure the compartmentalization of separate subjects and integrate the contents that are
related to one another.
2.Learner-Centered Design
a. Child-centered design
b. Experience-centered design
c. Humanistic design
3. Problem- Centered Design
a. Life-Situations design
b. Core-Problem design

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 EDUC 30:The Teacher and the School Curriculum

Approaches to Curriculum Design Models

How will a particular design be approached by the teacher? After writing a curriculum
based on a specific design; let us see how a teacher will approach this. We will out utilization of
the example design.
Child or Learner-Centered Approach. This approach to curriculum design is based
on the underlying philosophy that the child or the learner is the center of the educative
process. It means that the curriculum is constructed based on the needs, interest, purposes,
and abilities of the learners.
Principles of Child-Centered Curriculum Approach
1.Acknowledge and respect the fundamental rights of the child
2.Make all activities revolve around the overall development of the learner.
3.Consider the uniqueness of every learner in a multicultural classroom.
4. Consider using differentiated instruction or teaching.
5.Provide a motivating supportive learning environment for all learners.

Subject-Centered Approach. This is anchored on a curriculum design which

prescribes separate distinct subjects for every education level.
Problem-Centered Approach. This approach is based on a design which assumes
that in the process of living, children experience problems. Thus problem solving enables the
learners to become increasingly able to achieve complete or total development individuals.
Curriculum Mapping
This is the model for designing, refining, upgrading, and reviewing the curriculum resulting
in a framework that provides form, focus and function. It is a reflective process that helps
teachers understand what has been taught in class, how it has been taught and how learning
had been assessed.
Benefits of Curriculum Mapping
1.Curriculum mapping ensures alignment of the desired learning outcomes, learning
activities and assessment of learning.

2.Curriculum mapping addresses the gaps and repetitions in the curriculum.

3. Curriculum mapping verifies, clarifies and establishes alignment between what students
do in their courses and what is taught in the classroom and dhow they contribute to student
learning.

4.The curriculum maps visually show important elements of the curriculum and how they
contribute to student learning.

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 EDUC 30:The Teacher and the School Curriculum

5.Curriculum mapping connects all initiatives from instructions, pedagogies, assessment

and professional development. It facilitates the integration of cross-curricular skills.
Curriculum Mapping Process
Example (For a degree program in college)
1.Make a matrix or spreadsheet.
2.Identify the degree or program outcomes (BSED).
3.Identify the subjects or courses under the degree (Gen Ed, Prof. Ed, and Major for
BSED)
4.List the subjects along the vertical cells of the matrix in a logical or chronological order.
5. List the degree program outcomes along the horizontal line (use code PO1, PO2 . . . if
outcomes are too long to fit in the cell) PO means program outcomes.
6.Cross the subject and outcome, determine if such subject accomplish the outcomes, as
either Learned (L), Performed (P) or given Opportunity (O). Place the code in the
corresponding cell.
7. Fill up the cells.
8. After accomplishing the map, use it as a guide for all teachers teaching the course for
students to complete the degree in four years.
Example of Curriculum Maps

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EDUC 30:The Teacher and the School Curriculum

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EDUC 30:The Teacher and the School Curriculum

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 EDUC 30:The Teacher and the School Curriculum

ACTIVITY 2. TAKE ACTION

Finding an Example
Instructions: 1. Secure a copy of a Lesson Plan
2.Using the matrix given, analyze the sample you secured and give your
suggestions based on the principles and concepts you learned in this module.

Components Copy from the Sample Your comment/ suggestion

Title of the Lesson Plan

Intended/Learning
Outcomes/Objectives

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 EDUC 30:The Teacher and the School Curriculum

Content/ Subject Matter

Methods/Strategies

Evaluation/Assessment

 Attached the Lesson Plan (picture is accepted)

ACTIVITY 3. Choose one statement and reflect on it. What do you think
and feel about it.
Statement # 1 – “Schools that approach the curriculum as subject-centered, Make robots out of
the students.”
Statement # 2 – “In schools where child-centeredness is the approach, discipline is weak.”
Statement # 3 – “Students are too young to solve problems, why should they do problem solving
in school.”

FOLLOW THROUGH
Get a copy of the syllabus in education 30 – The Teacher and the School Curriculum.
Identify one or two topics and corresponding specific outcomes, learning activities and
assessment tasks. Determine the beginning teacher indicator/s being addressed if any. Is there
alignment in the learning outcomes, activities and assessment tasks that addressed the beginning
teacher indicators? Why and why not?
Course Title:
Course Description:
Course Learning Outcomes:

Topic/Competenc Learning Learning Assessment Beginning

y Outcomes Activities Teacher
Indicator

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 EDUC 30:The Teacher and the School Curriculum

 Copy of syllabus (picture is accepted)

YOUR TURN
Using the sample for Science Curriculum Map, WHAT KNOWLEDGE AND
UNDERSTANDING HAVE YOU LEARN? Analyze the matrix and answer the following
questions
1. What are the main clusters of science content that students should learn
from Grade 3 to Grade 10?

2.How does the science content progress from Grade 3 to Grade 10?

3.When you look and analyse the map, what summary ideas can you give?

4.Science curriculum is spiral. How do you explain that in terms in what you
see in the map?

34
CONGRATULATIONS in
finishing Lesson 1! Now let
 EDUC 30:The Teacher and the School Curriculum

You may now proceed to the next lesson.

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 EDUC 30:The Teacher and the School Curriculum

LESSON 2:
IMPLEMENTING THE
CURRICULUM

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 EDUC 30:The Teacher and the School Curriculum

LESSON 2:IMPLEMENTING THE CURRICULUM

GETTING READY
The next step after a curriculum planning and designing is implementing it. As a teacher,
this is one of the major roles that you do in the school. Many of the curricula that you use may
have been recommended and written down. Your task is to implement such. Daily your plan and
should be ready for implementation. The success of learning depends on you implementation
effort.
There is a miniscule curriculum like your lesson plan, or a big one like the K to 12
curriculum. You will be both implementor and manager of this curriculum, You will put action to
what has been planned and designed. It is you the teacher, who will add more meaning to the
various activities in the classroom. This is what we call teaching styles, You will have to make
the day of the learners interesting, engaging, and unforgettable. No curriculum should stop at.
planning or designing phase, It has to be implemented

ESSENTIAL QUESTION
How does implementation of the curriculum is the most important part of the process of
designing curriculum?
At the end of this lesson, you are expected to
1. Define curriculum implementation.
2. Analyze what is change process in curriculum implementation.
3. Explain the process of curriculum implementation.

GATHER AND SORT EVIDENCES

ACTIVITY 1: SELF- RESPECT

As a future teacher, what would be your response to curriculum implementation as
part of curriculum change? Are you willing to take part in the implementation? Why? Why
not? Write your answer in the box.

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 EDUC 30:The Teacher and the School Curriculum

LEVELLING OFF
Curriculum Implementation Defined
Following the curriculum models of Tyler, Taba, Saylor, and Alexander or Lewis, is the
next step to curriculum designing which curriculum is implementing. This is the phase
where the teacher action is taken place. It is one of the crucial process, in the curriculum
development, although many education planner would say: “A good plan is work half
done.” If this is so, then the other half of the success of curriculum development rests in the
hands of the implementor who is the teacher.
Curriculum implementation means putting into practice the written curriculum that
has been designed in syllabi, course of study, curricular guides, and subjects. It is a process
wherein the learners acquire the planned or intended knowledge, skills and attitudes that
are aimed at enabling the learners to function effectively in society.
Ornstein and Hunkins (1998) defined curriculum implementation as the interaction
between the curriculum that has been written and planned and the teachers that are in
charge to deliver it. To them the curriculum implementation implies the following:
 Shift from what is current to a new or enhanced curriculum;
 Change in knowledge, actions, attitudes of the persons involved;
 Change in behaviour using new strategies and resources; and
 Change which requires efforts hence goals should be achievable.
Loucks and Lieberman (1983) define curriculum implementation as trying out of a new
practice and what it looks like when actually used in a school system. It simply means that
implementation should bring the desired change and improvement.

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 EDUC 30:The Teacher and the School Curriculum

In the classroom context, curriculum implementation means “teaching” what had been written in
the lesson plan. Implementing means using the plan as a guide to engage with the learners in the
teaching-learning process with the end in view that learning has occurred and learning outcomes
have been achieve. It involves the different strategies of teaching with the support instructional
materials to go with the strategy.
In a larger scale, curriculum implementation means putting the curriculum into operation
with the different implementing agents. Curriculum implementation takes place in a class, a
school, a district, a division, or the whole educational system. In higher education,curriculum
implementation happens for the course, a degree program, an institution, or the whole higher
educational system.
Curriculum Implementation as a Change Process
Kurt Lewins’ Force Field Theory and Curriculum Change
Kurt Lewin, the Father of Social psychology explains the process of change. The
model can be used to explain curriculum change and implementation.

In the education landscape, there are always two forces that oppose each other.
These are the driving force and the restraining force. When these two forces are
equal, the state is equilibrium, or balance. There will be a status quo, hence there
will be no change. The situation or condition will stay the same. However, when the
driving force overpowers the restraining force, then change will occur. If the
opposite happens that is when the restraining force is stronger than the driving
force, change is prevented. This is the idea of Kurt Lewin in his Force Field Theory.

CATEGORIES OF CURRICULUM CHANGE

McNeil in 2000 categorized curriculum change as follows:
1. SUBSTITUTION. The current curriculum will be replaced or substituted by
a new one. Sometimes, we call this a complete overhaul. Example, changing
an old book to entirely new one, not merely a revision.
2. ALTERATION. In alteration, there is a minor change to the current or
existing curriculum. For example, instead of using a graphing paper for
mathematics teaching, this can be altered by using a graphing calculator.
3. RESTRUCTURING. Building a new structure would mean major change or
modification in the school system, degree program or educational system.
Using an integrated curriculum for the whole school for K to 12 requires the
primary and secondary levels to work as a team. Another example is a
curriculum that will be restructured when there is a significant involvement
of parents in the child’s instead of leaving everything to the teacher. Using the
“In-school Off-school” or blended curriculum is an example of restructuring.
4. PERTURBATIONS. These are changes that are disruptive, but teachers have
to adjust to them within a short period of time. For example, if the principal
changes schedule because there is a need to catch up with the national testing
time or the dean, the teacher has to shorten schedule to accommodate
unplanned extracurricular activities.

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 EDUC 30:The Teacher and the School Curriculum

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 or vice
versa.
Regardless of the kind of change in curriculum and implementation, the
process of change may contain three important elements. As a process,
curriculum implementation should be developmental, participatory and
supportive
It should be developmental in the sense that it should develop multiple
perspectives, increase integration and make learning autonomous, create a
climate of openness and trust, appreciate and affirm strengths of the teaher.
Participatory. For curriculum implementation to succeed, it should be
participatory, especially other stakeholders like peers, school leaders,
parents, and curriculum specialists are necessary,
Supportive
ACTIVITY 2: Perfect Match. In column A are concepts about curriculum
implementation. Connect a line from the box on the left (A) to the arrow on the right (B) of
the correct match.

Column A Column B

Concepts Meaning/ Description

 Implementing  Minor curriculum change like the use of e-portfolio

instead of portfolio as an artifact.
 Reconstructing  Progressive steps from orientation to reflection about
the curriculum that is characteristic of a curriculum
implementation.
 Developmental  Major curriculum change like shifting from face to face
to online in the delivery of an academic program.
 Alteration  Curriculum process of putting into action what has been
planned and designed.
 Change Process  Process that ensures that the curriculum brings about
something different and better than before in tne desired
learning process.

ACTIVITY 3: Take Action. K to 12: Can we make a curriculum change? The K to 12 is the
correct reform in our national basic education curriculum. There are driving forces as well
as restraining forces that affect its implementation. In other words, there are factors that
will make K to 12 succeed but there also factors that will make K to 12 fail.
1.What factors make the K to 12 succeed? Write these on the left column A. You
may not fill up all the boxes.

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 EDUC 30:The Teacher and the School Curriculum

2.What factors make the K to 12 difficult to succeed? Write these on the right
column B. You may not fill up all the boxes.
3.You see in the middle portion is the word equilibrium or balance.

A. Driving Forces E C. Restraining Force/Factor

Q
U
I
L
I
B
R
I
U
M

1.If A is more than B, there will be a successful curriculum change.

2. If B is more than A, there will be an unsuccessful change.
3. If A and B are equal, then there be a status quo.

FOLLOW THROUGH
Making sense of curriculum implementation.
1.Observe a class in an online teaching.
2. Describe what the teacher is doing for at least the whole period.
3. Write down your observation based on the following questions.
a. What were the different learners’ activities?
b. What did the teacher do to make the learners engage in their activities?
c. Did the teacher control most of the activities?
d. Did the teacher and the students together achieve the desired learning outcomes?
Explain.

YOUR TURN
What have you learned from the lessons we have? Write some paragraphs and you
will be rated accordingly.

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 EDUC 30:The Teacher and the School Curriculum

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 EDUC 30:The Teacher and the School Curriculum

CONGRATULATIONS in

”
finishing Lesson 2! Now let
us reflect on this:

How does implementation of the

curriculum is the most important part
of the process of designing
curriculum?
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 EDUC 30:The Teacher and the School Curriculum

You may now proceed to answer the

POST-TEST.

POST-TEST

LET’S CHECK!

CONGRATULATIONS in finishing all the activities given

for this module! To conclude, you will answer this post-test
now that you are already familiar with the terms and
concepts. Be honest in answering this test. God Bless!
1.Teachers extend class because the children have not mastered the lesson.
2.Learning how to learn is observable among students.

3.Only students who master the subject content can succeed.

4.School means survival of the fittest.

5.Students are encouraged to work together to find answers to their tasks

6.Differentiated instruction should be utilized for different ability groups.

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 EDUC 30:The Teacher and the School Curriculum

7.Students are problem-finders and solution-givers.

8.No learner is left behind in reading, writing and arithmetic.

9.Lesson deals with finding the solution to everyday problem.

10.Accumulation of knowledge is of primary importance in teaching.

This is the end of

MODULE 2.

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 EDUC 30:The Teacher and the School Curriculum

MODULE LAYOUT DESIGN

© 2020 Designed by Genevieve Marie T. Bactasa, MA, Program Head for Teacher Education
Franciscan College of the Immaculate Conception, Baybay, Leyte, Incorporated

MODULE CONTENT
© 2021 Marilyn Bayno Roguel, MA
Franciscan College of the Immaculate Conception, Baybay, Leyte, Incorporated

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