MODULE ON

CPE 108

THE TEACHER
AND
THE SCHOOL CURRICULUM

Prepared by:
Arlene C. Dolotallas, Ph,D.
Course Overview

This course contents activities and exercises which are in keeping current trends in
education such as integrative, interactive, inquiry-based, brain-based and research-based
teaching, constructivism, and multiple intelligences. Curriculum development for teacher
balances theory and practice.. The modules begin with a challenge and end with a writing
activity. For you to jot down the learning precipitate, the learning and insights you got. This
will help you practice reflective thinking. The modular lessons develop with 5 E’s –
Engage/Explore, Explain, Elaborate, and Evaluate.
In the ENGAGE phase, you will do some activity that will pre assess your prior
knowledge with the topic.
In the Engage phase, you will do some activity to pre assess your prior knowledge with
the topic as step to explore insights.
The Explore part is the stage that you will be involved in the topic to build your
understanding about the topic. In the Explain stage, you will be given the chance to figure
out your learning. In the Elaborate stage, you will be given a chance to explore the
implications of the said topic. While in the Evaluate phase, you will be given activity to
answer. The activities that you need to answer and be submitted as well as along
examinations will be the basis in passing this course.
.

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 List of Contents
Page

CHAPTER 1. Curriculum Essentials……………………………………………………...16

Module 1-The Teacher and the School Curriculum……………………….……………16
Lesson 1- The Curricula in School...………………………………………………16
Lesson 2-The Teacher as a Curricularist………………………………………….21
Module 2- The Teacher as a Knower of Curriculum…………………………………...25
Lesson 1-The School Curriculum: Definition, Nature and scope…………………25
Lesson 2-Approaches to School Curriculum………………………………………29
Lesson 3-Curriculum Development: Processes and Models……………………...35
Lesson 4-Foundations of Curriculum……………..………………………………39

CHAPER 2. Designing the Curriculum………………………………………………….46

Module 3- The Teacher as a Curriculum Designer……………………………………46
Lesson 1-Fundamentals of Curriculum Design…………………………………46
Lesson 2-Approaches to Curriculum Designing………………………………….54
Lesson 3-Curriculum Mapping and Curiculum Quality Audit…………………...61

CHAPTER 3. Implementing the Curriculum……………………………………………..68

Module 4- The Teacher as a Curriculum Implementor and a Manager………………...68
Lesson 1-Implementing the Designed Curriculum as a Change Process………...68
Lesson 2-Implementing a Curriculum Daily in the Classroom…………………..74
Lesson 3-The Role of the Technology in Delivering the Curriculum……………84
Lesson 4-Stakeholders in Curriculum Implementation…………………………..89

CHAPER 4. Evaluating the Curriculum………..…………………………………………96

Module 5-Curriculum Evaluation and the Teacher…………………………………..96
Lesson 1- What, Why and How to Evaluate a Curriculum………………………96
Lesson 2- Curriculum Evaluation Through Learning Assessment………………106
Lesson 3-Planning, Implementing and Evaluating:
Understanding the Connection……………………………………120

CHAPER 5. Curriculum Development Reforms and Enhancement……………………...124

Module 6- Gearing Up for the Future: Curriculum Reforms…………………………124
Lesson 1- The Enhance Basic Education Act of 2013 (k to 12)…………………124
Module 7-Outcomes Based-Education:
Basis for Enhanced Teacher Education Curriculum……………….138
Lesson 1-Outcomes Based Education for Teacher Preparation Curriculum……..138
Lesson 2-Enhanced Teacher Education Curriculum Anchored on OBE…………143
Module 8-Curricular Landscape in the 21st Century Classroom…………………….151
Lesson 1-The 21st Century Curricular Landscape in the Classrooms……………151
Lesson 2-The Final Action for a Curriculum Material: A Celebration!.................155

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Course Guide

Course Details

Course Number: CPE 108

Course Name: The Teacher and the School Curriculum

Course Description: This course introduces students on the teacher as an individual,

classroom teacher and global teacher. This emphasizes professionalization to cover teachers’
status and levels of professional rewards and professionalism to improve competence. It
balances theory and practice.
Number of Units: 3
Pre-requisite:
Co-requisite:

Course Outcomes
At the end of the course, the students can:
A. Competencies
1. Identify the essential concepts, nature and purpose as well as various meanings, types,
foundation, and approaches of curriculum.
2. Explains the teaching-learning processes and curriculum development models.
3. Enumerate curriculum design models, dimensions and principles of curriculum design and
approaches to curriculum designs.
4. Give the implementing stakeholders in curriculum implementation, roles of technology in
curriculum delivery, monitoring and evaluating curriculum implementation.
5. Demonstrate competencies on assessing curriculum in terms of the intended, implemented,
achieved outcomes and criteria for the curriculum evaluation and tools for assessment.
6. Facilitate the curriculum reforms enhancement, local and global as well as issues and
concerns.

B. Skills
1. Craft own curriculum following the K-12 curriculum.
2. Analyse the different school curriculum offered globally.
C. Values
1. Appreciate the importance of curriculum in school.
2.

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Course Outline
CHAPTER 1. Curriculum Essentials
Module 1-Curriculum and the Teacher
Lesson 1- Curriculum in Schools
Lesson 2-The Teacher as a Curricularist
Module 2- The Teacher as a Knower of Curriculum
Lesson 1-The School Curriculum: Definition, Nature and scope
Lesson 2-Approaches to School Curriculum
Lesson 3-Curriculum Development: Processes and Models
Lesson 4-Foundations of Curriculum Development

CHAPER 2. Crafting the Curriculum

Module 3- The Teacher as a Curriculum Designer
Lesson 1-Fundamentals of Curriculum Designing
Lesson 2-Approaches to Curriculum Designing
Lesson 3-Curriculum Mapping

CHAPTER 3. Implementing the Curriculum

Module 4- The Teacher as a Curriculum Implementor and Manager
Lesson 1-Implementing the Designed Curriculum as a Change Process
Lesson 2-Implementing a Curriculum Daily in the Classroom
Lesson 3-The Role of the Technology in Delivering the Curriculum
Lesson 4-Stakeholders in Curriculum Implementation

CHAPER 4. Teacher as a Curriculum Evaluator

Module 5-Curriculum Evaluation and the Teacher
Lesson 1- What, Why and How to Evaluate a Curriculum
Lesson 2- Curriculum Evaluation Through Learning Assessment
Lesson 3-Planning, Implementing and Evaluating: Understanding the Connection

CHAPER 5. Curriculum Development Reforms and Enhancement

Module 6- Gearing Up for the Future: Curriculum Reforms
Lesson 1- The Enhance Basic Education Act of 2013 (k to 12)
Module 7-Outcomes Based-Education: Basis for Enhanced Teacher Education
Curriculum
Lesson 1-Outcomes Based Education for Teacher Preparation Curriculum
Lesson 2-Enhanced Teacher Education Curriculum Anchored on OBE
Module 8-Curricular Landscape in the 21st Century Classroom
Lesson 1-The 21st Century Curricular Landscape in the Classrooms
Lesson 2-The Final Action for a Curriculum Material: A Celebration!

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Grading System:

Activities - 40%
Class Participation - 30%
Punctuality (module)-20%
Attendance - -10%
100%

Learner’s Guide
The key to success fully finish this module lies in your hands. This module was prepared for
you to learn diligently, intelligently, and independently. Aside from meeting the content and
performance standards of this course in accomplishing the given activities, you will be able to
learn other invaluable learning skills which you will be very proud of as a responsible learner.
The following guides and the house rules will help you further to be on tract and to say at the
end of the module. “ I did well”
1. Schedule and manage your time to read and understand every part of the module. Read it
over and over until you understand the point.
2. Study how you can manage to do the activities of this module in consideration of your
other courses. Be very conscious with the study schedule. Post it on a conspicuous place so
that you can always see. Do not ask about questions that are already answered in the guide.
3. If you did not understand the readings and other tasks, re-read. Focus, if this will not work,
engage all possible resources.

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Content Discussion

Chapter 1: Curricular Essentials

Module 1: Curriculum and the Teacher

Lesson 1 Curriculum in schools

Learning Outcomes
At the end of the lesson, you should be able to:
1. Discuss the different curricula that exist in the schools
2. Enhance understanding of the role of the teacher as a curricularist
3. Analyse the significance of curriculum and curriculum development in the
teacher’s classroom.
Engage
Have you read “The Sabre-Tooth Curriculum by Harold Benjamin (1939)?” Take
some time to read it and find out what curriculum is all about during those times.

Start here and enjoy reading.

A man by the name of New-Fist-Hammer-Maker knew how to do things his
community needed to have done, and he had the energy and the will to go ahead and do them.
By virtue of these characteristics, he was an educated man. New –Fist was also a thinker.
Then as now, there were few lengths to which men would not go to avoid the labour and pain
of thought…. New-fist got to the point where he became strongly dissatisfied with the
accustomed ways of his tribe. He began to catch glimpses of ways in which life might be
made better for himself, his family and his group.by virtue of this development, he became a
dangerous man….
New-Fist thought about how he could harness the children’s play to better the life of
the community. He considered what adults do for survival and introduced these activities to
children in a deliberate and formal way. These included catching fish with bare hands,
clubbing little woolly horses, and chasing away-sabre-toothed-tigers-with-fire. These then
became the curriculum and the community began to prosper-with plenty of food, hides for
attire and protection from threat. “ It is supposed that all would have gone well forever with
this good educational system, if conditions of life in that community remained forever the
same.” But conditions changed.
The glacier began to melt and the community could no longer see the fish to catch
with their bare hands, and only the most agile and clever fish remained which hid from the
people. The woolly horses were ambitious and decided to leave the region. The tigers got
pneumonia and most died. The few remaining tigers left. In their place, fierce bears arrived
who would not be chased by fire. The community was in trouble.
One day, in desperation, someone made a net from willow twigs and found new way
to catch fish- and the supply was even more plentiful than before. The community also
devised a system of traps on the path to snare the bears. Attempts to change education system
to include these new techniques however encountered “stern opposition”
one day, in desperation, someone made a net from willow twigs and found a new way
to catch fish-and the supply was even more plentiful than before. The community also
devised a system of traps on the path to snare the bears. Attempts to change education system
to include these new techniques however encountered “stern opposition”.
these are also activities we need to know. Why can’t the schools teach them? But
most of the tribe particularly the wise old men who controlled the school, smiled indulgently

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at this suggestion. “That wouldn’t be education… it would be mere training”. We don’t teach
fish grabbing to catch fish, we teach it to develop a generalized agility which can never be
duplicated by mere training… and so on.
“If you had any education yourself, you would know that the essence of true
education is timelessness. It is something that endures through changing conditions like a
raging torent”

The story was written in 1939. Curriculum then, was seen as a tradition of organized
knowledge taught in schools of the 19th century. Two centuries later, the concept of a
curriculum has broadened to include several modes of thoughts or experiences.

No formal, non-formal or informal education exists without a curriculum. Classrooms

will be empty with no curriculum. Teachers will have nothing to do, if there is no curriculum.
Curriculum is at the heart of the teaching profession. Every teacher is guided by some sort of
curriculum in the classroom and in schools.

In our current Philippines educational system, different schools are established in

different educational levels which have corresponding recommended curricula. The
educational levels are:
1. Basic Education. This level includes kindergarten, Grade 1 to Grade 6 for
elementary, and for secondary, Grade 7 to Grade 10, for the Junior High School and
Grade 11 and 12 and for the Senior High School. Each of the levels has its specific
recommended curriculum. The new basic education levels are provided in the K to
12 Enhanced Curriculum of 2013 of the Department of Education.
2. Technical Vocational Educational. This is post-secondary technical vocational
educational and training taken care of by Technical Education and Skills
Development Authority (TESDA). For the TechVoc track in SHS of DepEd, DepEd
and TESDA work in close coordination.
3. Higher Education. This includes the Baccalaureate of Bachelor Degrees and the
Graduate Degrees (Master’s and Doctorate) which are under the regulation of the
Commission on Higher Education (CHED)

Explain

In whatever levels of schooling and in various types of learning environment, several

curricula exist. Let us find out how Allan Glatthorn (2000) as mentioned in Bilbao, et al
(2008) classified these:

Types of Curricula in Schools

Have you realized that in every classroom there are several types of curricula
operating? Let us look into each one.

1. Recommended Curriculum. Almost all curricula found in our schools are

recommended. For basic Education, these are recommended by the Department of
Education (DepEd), for higher education (CHED) and for vocational education by
TESDA. These three government agencies oversee and regulate Philippines

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 education. The recommendations come in form of memoranda or policies, standards
and guidelines. Other professional organizations or international bodies like UNESCO
also recommend curricula in schools.
2. Written Curriculum. This includes documents based on the recommended
curriculum. They come in the form of course of study, syllabi, modules, books or
instructional guides among others. A packet of this written curriculum is the teacher’s
lesson plan. The most recent written curriculum is the K to 12 for Philippine Basic
Education.
3. Taught Curriculum. From what has been written or planned, the curriculum has to
be implemented or taught. The teacher and the learners will put life to the written
curriculum. The skill of the teacher to facilitate learning based on the written
curriculum with the aid of instructional materials and facilities will be necessary. The
taught curriculum will depend largely on the teaching style of the teacher and the
learning style of the learners.
4. Supported Curriculum. This is described as support materials that the teacher needs
to make learning and teaching meaningful. These include print materials like books,
charts, posters, worksheets, or non-print materials like Power Point presentation,
movies, slides, models, realias, mock-ups and other electronic illustrations. Supported
curriculum also includes facilities where learning occurs outside or inside the four-
walled building. These includes the Playground, science laboratory, audio-visual
rooms, zoo, museum, market or the plaza. These are the places where authentic
learning through direct experiences occur.
5. Assessed Curriculum. Taught and supported curricula have to be evaluate to find out
if the teacher has succeeded or not in facilitating learning. In the progress of teaching
and at the end of every lesson or teaching episode, an assessment is made. It can
either be assessment for learning , assessment as learning or assessment of learning .
If the process is to find the progress of learning, then the assessed curriculum is for
learning, but if it is to find out how much been learned or mastered, then it is
assessment of learning. Either way, such curriculum is the assessed curriculum.
6. Learned Curriculum. How do we know if the student has learned? We always
believe that if a student changed behavior, he/she has learned. For example, from a
non-reader to a reader or from not knowing to knowing or from being disobedient to
being obedient. The positive outcome of teaching is an indicator of learning. These
are measured by tools in assessment, which can indicate the cognitive, affective and
psychomotor outcomes. Learned curriculum will also demonstrate higher order and
critical thinking and lifelong skills.
7. Hidden/Implicit Curriculum. This curriculum is not deliberately planned, but has a
great impact on the behavior of the learner.
Peer influence, school environment, media, parental pressures, societal changes,
cultural practices, natural calamities, are some factors that create hidden curriculum.
Teachers should be sensitive and aware of this hidden curriculum, Teacher must have
good foresight to include these in the written curriculum, in order to bring to the
surface what are hidden.

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In every teacher’s classroom, not all these curricula may be presents at one time. Many of
them are deliberately planned, like the recommended, written, taught, supported,
assessed, and a learned curricula. However, a hidden curriculum is implied, and a teacher
may or may not be able to predict its influence on learning. All of these have significant
role on the life of the teacher as a facilitator of learning and have direct implication to the
life of the learners.

Now that you are fully aware that there are seven types of curricula operating in every
teacher’s classroom, it is then very necessary to learn deeper and broader about the role of
the teacher in relation to the school curriculum.

Elaborate

I. Spin a Win: Agree or Disagree

Read each statement and decide whether you Agree or Disagree

Write your answer before each number.

_________ 1. In the Saber Tooth Curriculum, learning is experiential and authentic.

_________ 2. It is reality that there exist more than one curricula in the teacher’s
classroom.

_________ 3. A teacher can say with confidence that learning has occurred, if the
curriculum has been assessed.

_________ 4. Some curricula in the schools/classrooms are unwritten.

_________ 5. To establish national standards, teachers should be guided by

recommended curriculum in basic and higher education.

_________ 6. Teachers should expect that school curricula are dynamic and changing.

_________ 7. Evaluated curriculum makes judgement about learning.

_________ 8. Textbooks and modules are written curricula that represent the
recommended curricula.

_________ 9. Only the Department of Education can recommend a curriculum.

_________ 10. In the heart of all the types of curricula, the teacher has a major role.

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Evaluate

Is it necessary for teachers to learn about school curriculum? Why? Write your answer on
the space provided below.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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 Lesson 2: The Teacher as a Curricularist

Learning Outcomes
At the end of the lesson, you should be able to:
1. Enhance understanding of the role of the teacher as a curricularist in
the classroom and school.

Engage

What specific roles do teachers play as a curricularist? Should they do these roles?

This lesson will bring all of you to an enhanced understanding and realization
of the multifaceted roles of the teacher which relate to the curriculum. Let us find out!

Look at the words inside the box. Read each one of them. Which one describes the
teacher as a curricularist? Circle the word.

Exciting Facilitating Planning Frustrating

Knowing

Growing Growing Evaluating Broadening

Initiating Innovating

Building Rewarding Believing Recommending

Showing Copying

Are you aware that the teacher’s role in school is very complex? Teachers do a series
of interrelated actions about curriculum, instruction, assessment, evaluation, teaching and
learning. A classroom teacher is involved with curriculum continuously all day. But very
seldom has a teacher been described as curricularist.

Curricularist in the past, are referred only to those who developed curriculum theories.
According to the study conducted by Sandra Hayes (1991), the most influential curricularist
in America include John Dewey, Ralph Tyler, Hilda Taba and Franklin Bobbit. You will
learn more of them in the later part of the module.

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Explain

In this lesson, will be start using the word curricularist to describe a professional who is
a curriculum specialist (Hayes,1991; Orstein & Hunkins, 2004; Hewitt, 2006). A person
who is involved in curriculum knowing, writing, planning, implementing, evaluating,
innovating, and initiating may be designated as curricularist. A TEACHER’S role is
broader and inclusive of others functions and so a teacher is a curricularist.

So what does a TEACHER do to deserve the label curricularist? Let us look at the
different roles of the teacher in the classroom and in the school. The classroom is the first
place of curricular engagement. The first school experience sets the tone to understand the
meaning of schooling through the interactions of learners and teachers that will lead to
learning. Hence, curriculum is the heart of schooling.

Let us describe the teacher as a curricularist.

The teacher as a curricularist….

1. Knows the curriculum. Learning begins with knowing. The teacher as a

learner starts with knowing about the curriculum, the subject matter or the
content. As a teacher, one has to master what are included in the curriculum. It
is acquiring academic knowledge both formal (discipline logic) or informal
(derived from experiences, vicarious, and unintended).It is the mastery of the
subject matter. (knower)
2. Writes the curriculum. A classroom teacher takes record of knowledge
concepts, subject matter or content. These need to be written or preserved. The
teacher writes books, modules, laboratory manuals, instructional guides, and
reference materials in paper or electronic media as a curriculum writer or
reviewer. (Writer)
3. Plans the curriculum. A good curriculum has to be planned. It is the role of
the teacher to make a yearly, monthly or daily plan of the curriculum. This will
serve as a guide in the implementation of the curriculum. The teacher takes into
consideration several factors in planning a curriculum. These factors include the
learners, the support material, time, subject matter or content, the desired
outcomes, the context of the learners among others. By doing this, the teacher
becomes a curriculum planner. (planner)
4. Initiates the curriculum. In cases where the curriculum is recommended to the
schools from DepEd, CHED, TESDA, UNESCO, UNICEF or other educational
agencies for improvement of quality education, the teacher is obliged to
implement. Implementation of a new curriculum requires the open mindedness
of the teacher, and the full belief that the curriculum will enhance learning.
There will be many constraints and difficulties in doing things first or leading,
however, a transformative teacher will never hesitate to try something novel and
relevant. (Initiator)
5. Innovates the curriculum. Creativity and innovation are hallmarks of an
excellent teacher. A curriculum is always dynamic, hence it keep on changing.

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 From the content, strategies, ways of doing, blocks of time, ways of evaluating,
kinds of students and skills of teachers, one cannot find a single eternal
curriculum that would perpetually fit. A good teacher, therefore, innovates the
curriculum and thus becomes a curriculum innovator. (Innovator)
6. Implements the curriculum. The curriculum that remains recommended or
written will never serve its purpose. Somebody has to implement it. As mention
previously, at the heart of schooling is the curriculum. It is role where the
teacher becomes the curriculum implementor. An implementor gives life to the
curriculum plan. The teacher is at height of an engagement with the learners,
with support materials in order to achieve the desired outcome. It is where
teaching, guiding, facilitating skills of the teacher is expected to the highest
level. It is here where teaching as a science and as an art will be observed. It is
here, where all the elements of the curriculum will come into play. The success
of a recommended, well written and planned curriculum depends on the
implementation. (implementor)
7. Evaluates the curriculum. How can one determine if the desired learning
outcomes have been achieve? Is the curriculum working? Does it bring desired
result? What do outcome reveal? Are the learners achieving? Are there some
practices that should be modified? Should the curriculum be modified,
terminated or continued? These are some few questions that need the help of a
curriculum evaluator. That person is the teacher. (Evaluator)

The seven different roles are those which a responsible teacher does in the
classroom every day! Doing these multi-faceted work qualifies a teacher to be a
curricularist.

To be a teacher is to be a curricularist even if a teacher may not equal the likes

of John Dewey, Ralph Tyler, Hilda Taba, or Franklin Bobbit. As a curricularist a
teacher will be knowing, writing, implementing, innovating, initiating and evaluating
the curriculum in the school and classrooms just like the role models and advocates in
curriculum and curriculum development who have shown the way.

Evaluate

I am a Teacher! Who Am I as a Curricularist?

A. Instructions: Identify on the blanks provided who am I as a Curricularist based on the

cases presented.

Case 1: I have a good idea on how to make my learners pay attention to the lesson.
I will use the new idea and find out if it will work.

__________________________________________________________________

Case 2: DepEd sent the standards, competencies and guidelines in teaching the
Mother tongue in Grade 1 in our school. I will study and use it in the coming school
year.

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 __________________________________________________________________

Case 3: There is no much to do in one school day. I seem not able to do all, but I
have to accomplish something for my learners. I made daily activity plan to guide
me.

__________________________________________________________________

Case 4: I need a poem to celebrate the World Teachers’ Day. I composed one to be
used in my class in Literature.

__________________________________________________________________

Case 5: My class is composed of learners from different home background and

culture. I cannot use a “one-size-fits all strategy” in teaching so I can respond to the
diverse background. In my readings. I discovered that there are ways of teaching. I
tried one myself and it worked.

__________________________________________________________________

B. Choose one from Case 1 to 5 above. Reflect on the case you have chosen and write your
reflections on the box below..

Name:______________________________________________ Case No.________________

A. My Reflections on Case No_____________(refer to cases 1 to 5 above)

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Module 2: The Teacher as a Knower of Curriculum

Lesson 1: The School Curriculum: Definition, Nature and Scope

Learning Outcomes
At the end of the lesson, you should be able to:
1. Define curriculum from different perspectives
2. Describe the nature and scope of curriculum

Engage

Read today’s headlines

1. “Philippines Shifts to K to 12Curriculum”

2. “Nature Deficit Syndrome On the Rise Among School Children”
3. “Teachers are Reluctant to Teach Beyond the Written Curriculum”
4. “Co-curricular Activities: Learning Opportunities or Distraction?”
5. “Parents Get Involve in School Learning”

What can you say of these headlines? Do these reflect what are going on in our
schools? Should the public know and be involved in the schooling of their citizens?
What are the implications of each headline to the classroom curriculum?

Each member of society seems to view school curriculum differently, hence there
are varied demands on what schools should do and what curriculum should be taught.
Some would demand reducing content and shifting emphasis to development of
character has been placed at the back seat of some schools. More debates are
emerging on the use of languages in the classroom. Should it be mother tongue, the
national language or the global language?

There seems to be confusion about what curriculum should really be. To have
a common understanding of what curriculum really is, this lesson will present some
definitions as given by authors. Likewise, you will find in this lesson the description
of the nature and scope of curriculum from several points of view. This lesson will
also explain how curriculum is being approaches. It further shows a development
process as a concept and as a process as applied to school curriculum.

Explain

Whether curriculum is taken in its narrow view as a listing of subjects to be taught in

schools or broadly as all learning experiences that individuals undergo while in school, we
cannot deny the fact that curriculum should be understood by teachers and other stakeholders
for curriculum affects all teachers, students, parents, politicians, businessmen, professionals,
government officials or even the common people.

Like many concepts in education, there seems to be no common definition of

‘curriculum’. Because of this, the concept of curriculum is sometimes characterized as
fragmentary, elusive and confusing. However, the word originates from the Latin word

15
currere referring to the oval track upon which Roman chariots raced. The new International
Dictionary defines curriculum as the whole body of a course in an educational institution or
by a department while the Oxford English Dictionary defines curriculum as courses taught in
schools or universities. Curriculum means different things to different people. Sometimes
educators equate curriculum with the syllabus while a few regard it as all the teaching-
learning experience which the student encounters while in school. Numerous definitions
indicate dynamism which connotes diverse interpretations as influenced by modes of
thoughts, pedagogies, philosophies, political as well as cultural perspectives. Here are some
of them.

Some Definitions of Curriculum

1. Curriculum is a planned and guided set of learning experiences and intended

outcomes, formulated through the systematic reconstruction of knowledge and
experiences under the auspices of the school, for the learner’ continuous and wilful
growth in personal social competence.” (Daniel Tanner, 1980)
2. It is a written document that systematically describes goals planned, objectives,
content, learning activities, evaluation procedures and so forth.(Pratt, 1980)
3. The content of a subject, concepts and tasks to be acquired, planned activities, the
desired learning outcomes and experiences, product of culture and an agenda to
reform society make up a curriculum. (Schubert, 1987)
4. A curriculum includes “ all of the experiences that individual learners have in a
program of education whose purpose is to achieve broad goals and related specific
objectives, which is planned in terms of a framework of theory and research or past
and present professional practice.” (Hass, 1987)
5. It is a programme of activities (by teachers and pupils) designed so that pupils will
attain so far as possible certain educational and other schooling ends or objectives.
(Grundy, 1987)
6. It is a plan that consists of learning opportunities for a specific time frame and
place, a tool that aims to bring about behaviour changes in students as a result of
planned activities and includes all learning experiences received by students with
the guidance of the school. (Goodland and Su, 1992)
7. It provides answer to three questions: 1. What knowledge, skills and values are
most worthwhile? 3. How should the young acquire them? (Cronbeth,1992)

Some Points of Other Curricularists

Since the concept and meaning of curriculum are shaped by a person’s when put
together, the different definitions from diverse points of view, would describe curriculum as
dynamic and perhaps ever changing.

Points of view about the curriculum can either be traditional or progressive according
to the person’s philosophical, psychological and even psychological orientations. These
views can also define what a curriculum is all about.

Curriculum from Traditional Points of View

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 The traditional points of view of curriculum were advanced by Robert Hutchins,
Arthur Bestor, and Joseph Schwab.

 Robert M. Hutchins views curriculum as “permanent studies” where rules of

grammar, reading, rhetoric, logic and mathematics for basic education are
emphasized. The 3Rs (Reading, Writing, ‘rithmetic) should be emphasized in basic
education while liberal education should be the emphasis in college.
 Arthur Bestor as an essentialist believes that the mission of the school should be
intellectual training, hence curriculum should focus on the fundamental intellectual
disciplines of grammar, literature and writing. It should include mathematics, science,
history and foreign language.
 Joseph Schwab thinks that the sole source of curriculum is a discipline, thus the
subject areas such as Science, Mathematics, Social Studies, English and many more.
In college, academic disciplines are labelled as humanities, sciences, languages,
mathematics among others. He coined the word discipline as a ruling doctrine for
curriculum development.
 Phillip Phenix asserts that curriculum should consist entirely of knowledge which
comes from various discipline.

Collectively from the traditional view of theorists like Hutchins, Schwab, Bestor and
Phenix, curriculum can be defined as a field of study. Curriculum is highly academic and
is concerned with broad historical, philosophical, psychological and social issues. From a
traditional view, curriculum is mostly written documents such syllabus, course of study,
books and references where knowledge is found but is used as a means to accomplish
intended goals.

Curriculum from Progressive of View

On the other hand, a listing of school subject, syllabi, course of study, and specific
discipline does not make a curriculum. In a broadest terms, a progressive view of curriculum
is the total learning experiences of the individual. Let us look into how curriculum is defined
from a progressive point of view.

 John Dewey believes that education is experiencing. Reflective thinking is a means

that unifies curricular elements that are tested by application.
 Holin Caswell and Kenn Campbell viewed curriculum as all experiences children
have under the guidance of teachers.
 Othaniel Smith, William Stanley and Harlan Shore likewise defined curriculum as
a sequence of potential experiences, set up in schools for the purpose of disciplining
children and youth in group ways of thinking and acting.
 Colin Marsh and George Willis also viewed curriculum as all the experiences in the
classroom which are planned and enacted by the teacher and also learned by the
students.

17
 The nature of curriculum has given rise to many interpretations, depending on a person’s
philosophical beliefs. Let us put all of these interpretations in a summary.

CURRICULUM is what is taught in school, a set of subjects, a content, a program of

studies, a set of materials, a sequence of courses, a set of performance objectives, everything
that goes in school. It is what is thought inside and outside of school directed by the teacher,
everything planned by school, a series of experiences undergone by learners in school or
what individual learner experiences as a result of school. In short, Curriculum is the total
learning experiences as a result of school. In short, curriculum is the total learning
experiences of the learner, under the guidance of the teacher.

Evaluate

Instruction: Label the description/definition on the left with either Traditional (T), or
Progressive (P).

No. Description (T) (P)

1 Teachers are required to teach from cover to cover.
2 If the learners can memorize the content, then the curriculum is best.
3 Children are given opportunity to play outdoors.
4 Parents send children to a military type school with rigid discipline.
5 Teachers are reluctant to teach beyond the written curriculum.
6 Prerequisites to promotion for the next grade are skills in reading,
writing and arithmetic only.
7 Teachers provide varied experiences for the children.
8 Learning can only be achieved in schools.
9 It is the systematic arrangement of contents in the course syllabus.
10 Co-curricular activities are planned for all to participate.

18
Lesson 2: Approaches to school Curriculum

Learning Outcomes
At the end of the lesson, you should be able to:
1. Describe the different approaches to school curriculum
2. Explain by examples how the approaches clarify the definition of curriculum
3. Reflect on how the three approaches interrelate with each other

Engage

Instruction: Match the CONCEPT in column II with the CHOICES in column III.
Write the letter of your ANSWER in Column I.

I. Answer II. Concepts III. Choices

1. Curriculum as way of doing A. Content
2. Authenticity of the content B. Process
3. Curriculum as the subject matter C. Product
4. Fair distribution of the content across the subjects D. Validity
5. Curriculum as the outcome of learning E. Balance
6. Seamless flow of content vertically or horizontally in the F. Articulate
curriculum
7. Evidence of successful teaching G. Sequence
8. Enduring and perennial content, from past to future H.
Integration
9. Allowing the transfer of content to other fields I. Continuity
10. Arranging of contents from easy to difficult J. Learning
outcomes

Explain

Three ways of approaching a Curriculum

Curriculum can be approached or seen in three ways. It can be defined as a content, a

process or an outcome. If you examine the definitions provided by the experts in the field,
there are three ways of approaching a curriculum. First, is to approach it as content or a body
of knowledge to be transmitted. Second, is to approach it as a product or the learning
outcomes desired learners. Third, is to approach it as a process what actually happens in the
classroom when the curriculum is practised.

1. Curriculum as a Content or Body of Knowledge

It is quite common for traditionalists to equate a curriculum as a topic outline, subject

matter, or concepts to be included in the syllabus or a books. For example, a primary school
mathematics curriculum consists of topics on addition, multiplication, subtraction, division,
distance, weight and many more. Another example is in secondary school science that
involves the study of biological science, physical science, environmental science and earth
science. Textbooks tend to begin with biological science such are plants and animals,

19
physical science with the physical elements, force and motion, earth science with the
interaction of the biological and physical science and earth’s phenomena, climate, vegetation
followed by economic activities such as agriculture, mining, industries urbanization and so
forth.

If curriculum is equated as content, then the focus will be the body of knowledge to
be transmitted to students using appropriate teaching method. There can be a likelihood that
teaching will be limited to the acquisition of facts, concepts and principles of the subject
matter; however, the content or subject matter can also be taken as means to an end.

All curricula have content regardless of their design or models. The fund of
knowledge is the repository of accumulated discoveries and inventions of man from the
explorations of the earth and as products of research. In most educational setting, curriculum
is anchored on a body of knowledge or discipline.

There are four ways of presenting the content in the curriculum. These are:

1. topical approach, where much content is based on knowledge, and experiences are
included;
2. concept approach with fewer topics is cluster around major and sub-concepts and their
interaction, with relatedness emphasized;
3. thematic approach as a combination of concepts that develop conceptual structures,
and
4. modular approach that leads to complete units of instruction.

Modular in the Selection of Content

There are some suggested criteria in the selection of knowledge or subject matter.
(Scheffer, 1970 in Bilbao, et al 2009)

1. Significance. Content should contribute ideas, concepts, principles and

generalization that should attain the overall purpose of the curriculum. It is significant
if content becomes the means of developing cognitive, affective or psychomotor skills
of the learner. As education is a way of preserving culture, content will be significant
when this will address the cultural context of the learners.
2. Validity. The authenticity of the subject matter forms its validity. Knowledge
becomes obsolete with the fast changing times. Thus there is a need for validity check
and verification at a regular interval, because content which may be valid in its
original form may not continue to be valid in the current times.
3. Utility. Usefulness of the content in the curriculum is relative to the learners who are
going to use these. Utility can be relative to time. It may have been useful in the past,
but may not be useful now or in the future. Questions like: Will I use this in my future
job? Will it add meaning to my life as a lifelong learner? Or will the subject matter be
useful in solving current concerns?
4. Learnability. The complexity of the content should be within the range of
experiences of the learners. This is based on the psychological principles of learning.

20
 Appropriate organization of content standards and sequencing of contents are two
basic principles that would influence learnability.
5. Feasibility. Can the subject content be learned within the time allowed, resources
available, expertise of the teachers and the nature of the learners? Are there contents
of learning which can be learned beyond the formal teaching-learning engagement?
Are there opportunities provided to learn these?
6. Interest. Will the learners take interest in the content? Why? Are the contents
meaningful? What value will the contents have in the present and future life of the
learners? Interest is one of the driving forces for students to learn better.

The selection of the subject matter or content, aside from the seven criteria mentioned
earlier, may include the following guide in the selection of the CONTENT.

Guide in the Selection of the Content in the Curriculum

1. Commonly used in the daily life

2. Appropriate to the maturity levels and abilities of the learners
3. Valuable in meeting the needs and competencies of the future career
4. Related to other subject fields or discipline for complementation and
integration
5. Important in the transfer of learning to other disciplines

BASIC Principles of Curriculum Content

In 1952, Palma proposed the principle of BASIC as a guide in addressing CONTENT

in the curriculum. B.A.S.I.C. refers to Balance, Articulation, Sequence, Integration and
Continuity. In organizing content or putting together subject matter, these principles are
useful as a guide.

Balance. Content should be fairly distributed in depth and breadth. This will
guarantee that significant contents should be covered to avoid too much or too little of the
contents needed within the time allocation.

Articulation. As the content complexity progresses with the educational levels,

vertically or horizontally, across the same discipline smooth connections or bridging should
be provided. This will assure no gaps or overlaps in the content. Seamlessness in the content
is desired and can be assured if there is articulation in the curriculum. Thus, there is a need of
team among writers and implementers of curriculum.

Sequence. The logical arrangement of the content refers to sequence or order. These
can be done vertically for deepening the content or horizontally for broadening the same
content. In both ways, the pattern usually is from easy to complex, what is known to the
unknown, what is current to something in the future.

Integration. Content in the curriculum does not stand alone or in isolation. It has
some ways of relatedness or connectedness to other contents. Contents should be infused in
other disciplines whenever possible. This will provide a wholistic or unified view of

21
curriculum instead of segmentation. Contents which can be integrated to other disciplines
acquire higher premium than when isolated.

Continuity. Content when viewed as a curriculum should continuously flow as it was

before, to where it is now, and where it will be in the future. It should perennial. It endures
time. Content may not be in the same form and substance as seen in the past since changes
and developments in curriculum occur. Constant repetition, reinforcement and enhancement
of content are all elements of continuity.

2. Curriculum as a Process

We have seen that the curriculum can be approached as content. On the other hand, it
can also be approached as a process. Here, curriculum is not seen as a physical thing or a
noun, but as a verb or an action. It is the interaction among the teachers, students and content.
As a process, curriculum happens in the classroom as the questions asked by the teacher and
the learning activities engaged in by the students. It is an active process with emphasis on the
context in which the processes occur. Used in analogy of the a recipe in a cookbook, a recipe
is the content while ways of cooking is the process.

Curriculum as a process is seen as a scheme about the practice of teaching. It is not a

package of materials or a syllabus of content to be covered. The classroom is only part of the
learning environment where the teacher places action using the content to achieve an
outcome. Hence the process of teaching and learning becomes the central concern of teachers
to emphasize critical thinking, thinking meaning-making and heads-on, hands-on and may
others.

As a process, curriculum links the content. While content provides materials on what
to teach, the process provides curriculum on how to teach the content. When accomplished,
the process will result to various curriculum experiences for the learners. The intersection of
the content and process is called the Pedagogical Content Knowledge or PCK. It will address
the question: If you have this content, how will you teach.

This section will not discuss in detail the different teaching strategies from where
learning experiences are derived. Rather, it will describe how the process as a descriptor of
curriculum is understood. The content is the substance of the curriculum, how the contents
will be communicated and learned will be addressed by the process.

To teachers, the process is very critical. This is the other side of the coin: instruction,
implementation, teaching. These three words connote the process in the curriculum. When
educators ask teachers: What curriculum are you using? Some of the answers will be: 1.
Problem-based. 2. Hands-on, Minds On 3. Cooperative Learning 4. Blended Curriculum 5.
On-line 6. Case-based and any more. These responses approach curriculum as a Process.
These are ways of teaching, ways of managing the content, guiding learning, methods of
teaching and learning and strategies of teaching or delivery modes. In all of these, there are
activities and actions that every teacher and learner do together or learners are guided by

22
teacher. Some of the strategies are time-tested traditional methods while others are emerging
delivery modes.

When curriculum is approached as a PROCESS, guiding principles are presented.

1. Curriculum process in the form of teaching methods or strategies are means to

achieve the end.
2. There is no single best process or method. Its effectiveness will depend on the desired
learning outcomes, the learners, support materials and the teacher.
3. Curriculum process should stimulate the learners’ desire to develop the cognitive ,
affective, psychomotor domains in each individual.
4. In the choice of methods, learning and teaching styles should be considered.
5. Every method or process should result to learning outcomes which can be described
as cognitive, affective, and psychomotor.
6. Flexibility in the use of the process or methods should be considered. An effective
process will always result to learning outcomes.
7. Both teaching and learning are the two important processes in the implementation of
the curriculum.

3. Curriculum as a Product

Besides viewing curriculum as content that is to be transmitted, or process that gives

action using the content, it has also been viewed as a product. In other words, product is what
the students desire to achieve as a learning outcomes.

The product from the curriculum is a student equipped with the knowledge, skills and
values to function effectively and efficiently. The real purpose of education is to bring about
significant change in students’ pattern og behaviour. It is important that any statement of
objectives or intended outcomes of the school should be a statement of changes to take place
in the students. Central to the approach is the formulation of behavioural objectives stated as
intended learning outcomes or desired products so that content and teaching methods may be
organized and results evaluated. Products of learning are operationalized as knowledge,
skills, and values.

Curriculum product is expressed in form of outcomes which are referred to as the

achieved learning outcomes. There may be several desired learning outcomes will be
achieved. These learned or achieved learning outcomes are demonstrated by the person who
has meaningful experiences in the curriculum. All of these are result of planning, content and
processes in the curriculum.

Evaluate

Instruction: After learning from this lesson, how would you prepare yourself to
become a teacher, using the three approaches to Curriculum? Write on the space below:

23
Lesson 3: Curriculum Development: Processes and Models

Learning Outcomes
At the end of the lesson, you should be able to:
1. Explain and summarize the curriculum development process and models.

Engage

1. Describe the model of curriculum development which you understand well. Write
in two paragraphs.

Explain

Curriculum Development Process

Curriculum development is a dynamic process involving many different people and

procedures. Development connotes changes which is systematic. A change for the better
means alteration, modification or improvement of existing condition. To produce positive
changes, development should be purposeful, planned and progressive. Usually it is linear and
follows a logical step-by-step fashion involving the following phases: curriculum planning,
curriculum design, curriculum implementation and curriculum evaluation. generally, most
models involve four phase.

1. Curriculum planning considers the school vision, mission and goals. It also includes
the philosophy or strong education belief of school. All of these will eventually be
translated to classroom desired learning outcomes for the learners.
2. Curriculum designing is the way curriculum is conceptualized to include the
selection and organization of content, the selection and organization of learning
experiences or activities and the selection of assessment procedure and tools to
measure achieved learning outcomes. A curriculum design will also include the
resources to be utilized and the statement of intended learning outcomes.
3. Curriculum implementing is putting into action the plan which is based on the
curriculum design in the classroom setting or the learning environment. The teacher is
the facilitator of learning and, together with the learners, uses the curriculum as
design guides to what will transpire in the classroom with the end in view of
achieving the intended learning outcomes. Implementing the curriculum is where
action takes place. It involves the activities that transpire in every teacher’s classroom
where learning becomes an active process.
4. Curriculum evaluating determines the extent to which the desired outcomes have
been achieved. This procedure is on-going as in finding out the progress of learning
(formative) or the mastery of learning (summative). Along the way, evaluation will
determine the factors that have hindered or supported the implementation. It will also
pinpoint where improvement can be made and corrective measures, introduced. The
result of evaluation is very important for decision making of curriculum planners, and
implementors.

Curriculum Development Process Models

24
1. Ralph Tyler Model: Four Basic Principles

Also known as Tyler’s Rationale, the curriculum development model emphasizes the
planning phase. This is presented in his book Basic Principles of Curriculum and Instruction.
He posited four fundamental principles which are illustrated as answers to the following
questions:

1. What education purposes should schools seek to attain?

2. What educational experiences can be provided that are likely to attain these
purposes?
3. How can these educational experiences be effectively organized?
4. How can we determine whether these purposes are being attained or not?

Tyler’s model shows that in curriculum development, the following considerations should be
made:

1. Purposes of the school

2. Educational experiences related to the purposes
3. Organization of experiences
4. Evaluation of the experience

2. Hilda Taba Model: Grassroots Approach

Hilda Taba improved on Tyler’s model. She believed that teachers should participate
in developing a curriculum. As a grassroots approach Taba begins from the bottom, rather
than from the top as what Tyler proposed. She presented seven major steps to her linear
model whish are the following:

1. Diagnosis of learners’ needs and expectations of the larger society

2. Formulation of learning objectives
3. Selection of learning contents
4. Organization of learning experiences
5. Selection of learning experiences
6. Determination of what to evaluate and the means of doing it.
3. Galen Saylor and William Alexander Curriculum Model
Galen Saylor and William Alexander (1974) viewed curriculum development as
consisting of four steps. Curriculum is “a plan for providing sets of learning opportunities to
achieve broad educational goals and related specific objectives for an identifiable population
served by a single school center.”
1. Goals, Objectives and Domains. Curriculum planners begin by specifying
the major educational goals and specific objectives they wish to accomplish.
Each major goal represents a curriculum domain: personal development,
human relations, continued learning skills and specialization. The goals and

25
 domains are identified and chosen based on research findings, accreditation
standards, and views of the different stakeholders.
2. Curriculum Designing. Designing curriculum follow after appropriate
learning opportunities are determined and how each opportunity is provided.
Will the curriculum be designed along the lines of academic disciplines, or
according to students needs and interests or along themes? These are some of
the questions that need to be answered at this stage of the development
process.
3. Curriculum Implementation. A designed curriculum is now ready for
implementation. Teachers then prepare instructional plans where instructional
objectives are specified and appropriate teaching methods and strategies are
utilized to achieve the desired learning outcomes among students.
4. Evaluation. The last step of the curriculum model is evaluation. a
comprehensive evaluation using a variety of evaluation techniques is
recommended. it should involve the total educational programme of the school
and the curriculum plan, the effectiveness of instruction and the achievement
of students. Through the evaluation process, curriculum planner and
developers can determine whether or not and the objectives of instruction have
been met.
All the models utilized the processes of (1) curriculum planning,
(2)curricular designing, (3) curriculum implementing, and (4) curriculum
evaluating.

Evaluate

1. What phase of the curriculum process do you find very important as a teacher?
Why?

26
Lesson 4: Foundations of Curriculum Development

Learning Outcomes
At the end of the lesson, you should be able to:
1. Describe the foundations of curriculum development.
2. Explain how each foundation influences the curriculum development.

Engage

Instruction: Explore the web. Search two outstanding personalities in the cluster of
Curriculum Foundations who contributed to curriculum development. Write their
biographies. You may find other persons not included in the list given in this lesson.

Cluster 1 – Philosophical Foundations

Cluster 2 – Historical Foundations

Cluster 3 – Psychological Foundations

Cluster 4 – Sociological Foundations

Explain

Foundations of Curriculum

1. Philosophical Foundations

Educators, teachers, educational planners and policy makers must have a philosophy
or strong belief about education and schooling and the kind of curriculum in the teachers’
classrooms or learning environment. Philosophy of the curriculum answers questions like:
What are schools for? What subjects are important? How should students learn? What
methods should be used? What outcomes should achieved? Why?

The various activities in school are influenced in one way or another by a philosophy.
John Dewey influenced in one way or another by a philosophy. John Dewey influenced the
use of the focus on the fundamentals of reading, writing and arithmetic are essential subject
in curriculum.

There are many philosophies in education but we will illustrate only those presented
by Ornstein and Hunkins in 2004.

A. Perennialism

 Aim: To educate the rational person; cultivate intellect

 Role: Teachers assist students to think with reason (critical thinking HOTS)
 Focus: Classical subjects, literary analysis. Curriculum is enduring
 Trends: Use of great books (Bible, Koran, Classics) and Liberal Arts

27
B. Essentialism

 Aim: To promote intellectual growth of learners to become competent

 Role: Teachers are sole authorities in the subject area
 Focus: Essential skills of the 3Rs; essential subject
 Trends: Back to basics, Excellence in education, cultural literacy

C. Progressivism

 Aim: Promote democratic social living

 Role: Teacher leads for growth and development of lifelong learner
 Focus: Interdisciplinary subjects. Learner- centred. Outcomes-based
 Trends: Equal opportunities for all, Contextualized curriculum, Humanistic education

D. Reconstructionism

 Aim: To prove and reconstruct society. Education for change

 Role: Teacher act as agent of changing and reforms
 Focus: Present and future educational landscape
 Trends: School and curricular reform, Global education, Collaboration and
Convergence, Standards and Competencies

2. Historical Foundation

Where is curriculum development coming from? The historical foundation will show
to us the chronological development a long time line. Reading materials would tell us the
curriculum development started when franklin Bobbit (1876-1956) wrote the book “the
curriculum.” Let us see how each one contributed to curriculum development during his own
time. Here are eight among the many, we consider to have great contributions.

Person Contribution / Theorist and Principles

 He started the curriculum
Franklin Bobbit (1876-1956) development movement.
 Curriculum is a science that
emphasized students’ needs.
 Curriculum prepares learners for adult
life.
 Objectives and activities should group
together when tasks are clarified.
Werret Charter (1875-1952  Like Bobbit, he posited that
curriculum is science and emphasize
students’ needs.
 Objectives and activities should
match. Subject matter or content
relates to objectives.
William Kilpartick (1875-1952)  Curricula are purposeful activities
which are child-centred.
 The purpose of the curriculum is

28
 child development and growth. He
introduced this project method where
teacher and student plan the activities.
 Curriculum develops social
relationships and small group
instruction.
Harold Rugg (1886- 1960)  Curriculum should develop the whole
child. It is child-centered.
 With the statement of objectives and
related learning activities, curriculum
should produce outcomes.
 Emphasized social studies and
suggested that the teacher plans
curriculum in advance.
Hollis Caswell (1901-1989)  Curriculum is organized around social
functions of themes, organized
knowledge and leaner’s interest.
 Curriculum, instruction and learning
are interrelated.
 Curriculum is a set of experiences.
Subject matter is developed around
social functions and learners’
interests.
Ralph Tayler (1902-1994)  Curriculum is a science and an
extension of school’s philosophy. It is
based on students’ needs and interest.
 Curriculum is always related to
instruction. Subject matter is
organized in terms of knowledge,
skills and values.
 The process emphasizes problem
solving. Curriculum aims to educate
generalists and not specialists.
Hilda Taba (1902-1967)  She contributed to the theoretical and
pedagogical foundations of concepts
development and critical thinking in
social studies curriculum.
 She help lay the foundation for
diverse student population
Peter Oliva (1992-2012)  He described how curriculum change
is a cooperative endeavour,
 Teachers and curriculum specialist
constitute the professional core of
planners
 Significant improvement is achieved
through group activity.

3. Psychological Foundation of Curriculum

29
 Psychology provides a basis to understand the teaching and learning process. It
unifies elements of the learning process. Questions which can be addressed by psychological
foundations of education are: How should curriculum organized to enhance learning? What is
the optimal level of students’ participation in learning the various contents of the curriculum?
In this module, we shall consider three groups of learning theorist: behaviorism or association
theorist; cognitive-information processing theories and humanistic theories (Ornstein &
Hunkins, 2004).

Let us review some theories in learning related to these clusters of learning theories.

3.1 Association and Behaviorism

3.2 Cognitive Information Processing Theory

Persons Contributions/ Theories and Principles

Ivan Pavlov (1849-1936)  He is the father of the Classical Conditioning
Theory, the S-R Theory
 The key to learning is early years of life is to train
them what you want them to become.
 S-R Theory is a foundation of learning practice
called indoctrination.
Edward Thorndike (1874-  He championed the Connectionism Theory.
19949)  He proposed the three laws of learning:
- Law of readiness
- Law of exercise
- Law of effect
Robert Gagne (1916-2002)  He proposed the Hierarchical Learning Theory.
Learning follows a hierarchy
 Behavior is based on prerequisite conditions.
 He introduced tasking in the formulation of
objectives.
Jean Piaget (1896-1980)  Theories of Jean Piaget
o Cognitive development has stages from birth
to maturity:
Sensorimotor stage (0-2), preoperational stage (2-7),
concrete operations stage (7-11) and formal operations (11-
onwards)
 Keys to learning
o Assimilation (incorporation of new
experience)
o Accommodation (learning modification and
adaptation)
o Equilibration (balance between previous and
later learning)
Lev Vygotsky (1896-1934)  Theories of Lev Vygotsky
 Cultural transmission and development:
Children could, as a result of their
interaction with society, actually perform

30
 certain cognitive actions prior to arriving at
developmental stage
 Learning precedes development
 Sociocultural development theory
 Keys to learning
 Pedagogy creates learning processes that
lead to development
 The child is an active agent in his or her
educational process.
Howard Gardner  Gardner’s multiple intelligences
 Humans have several different ways of
processing information and these ways are
relatively independent of one another
 There are eight intelligences: linguistic,
logico-mathematical, musical, spatial,
bodily/kinaesthetic, interpersonal,
intrapersonal, and naturalistic.
Daniel Goleman  Emotion contains the power to affect action
 He called this Emotional Quotient.

3.1 Humanistic Psychology

Persons/Symbols Contribution/ Theories and Principles

Gestalt  Gestalt Theory
 Learning is explained in terms of
“wholeness” of the problem.
 Human beings do not respond to isolate
stimuli but to an organization or pattern of
stimuli
 Key to learning
 Learning is complex and abstract.
 Learners analyze the problem, discriminate
between essential and nonessential data, and
perceive relationships.
 Learners will perceive something in relation
to the whole. What/ how they perceive is
related to their previous experience
Abraham Maslow (1908-  He advanced the Self-Actualization Theory
1970) and classic theory of human needs.
 A child whose basic needs are not met will
not be interested in acquiring knowledge of
the world.
 He put importance to human emotions, based
on love and trust.
 Key to learning
 Produce a healthy and happy learner who can
accomplish, grow and actualize his or her

31
 human self.
Carl Rogers (1902-1987)  Nondirective and Therapeutic Learning
 He established counselling procedures and
methods for facilitating learning.
 Children’s perceptions, which are highly
individualist
 Ic, influence their learning and behaviour in
class.
 Key to learning
 Curriculum is concerned with process, not
product; personal needs, not subject matter,
psychological meaning, not cognitive scores.

Social Foundations of Curriculum

Person/Symbols Contributions/ Theories and Principles

 Society as a source of change
School and Society  Schools as agents of change
 Knowledge as an agent of change
 Considered two fundamental elements
—schools and civil society—to be
major topics needing attention and
John Dewey (1859-1952) reconstruction to encourage
experimental intelligence and
plurality.
 Wrote the book Future Shock
 Believed that knowledge should
prepare students for the future.
 Suggested that in the future, parents
might have the resources to teach
prescribed curriculum from home as a
Alvin Toffer
result of technology, not in spite of it.
(Home Schooling)
 Foresaw schools and students worked
creatively, collaboratively, and
independent of their age.

In summary, the foundation upon which curriculum is based are educational

philosophies, historical developments, psychological explanations, and societal influences.
All of these foundations are interrelated to each.

Evaluate

1. Identify which among the foundations of curriculum, has influenced what you have
learned in school as a college student?

32
2. How will the thinking of Abraham Maslow influence your teaching practice in the future?

Chapter 2: Crafting the Curriculum

Module 3: The Teacher as a Curriculum Designer

Lesson 1 Fundamentals of Curriculum Designing

Learning Outcomes
At the end of the lesson, you should be able to:
1. Identify the fundamentals of curriculum designing
2. Appreciate the task of designing a curriculum

Engage

1. What is Curriculum Designing?

Explain

Building on Peter Oliva’s 10 Axioms for Curriculum Designers

Before a teacher designs a curriculum, it would be great importance to connect to the

fundamental concepts and ideas about the curriculum mentioned in Module 1 and 2. Every
curriculum designer, implementer, or evaluator should take in mind the following general
axioms as a guide in curriculum development (Oliva, 2003):

1. Curriculum change is inevitable, necessary, and desirable.

Earlier it was stated that one of the characteristics of curriculum is its being
dynamic. Because of this, teachers should respond to the changes that occur in
schools and in its context. Societal development and knowledge revolution come so
fast that the need to address the changing condition requires new curriculum
designs.
2. Curriculum is a product of its time. A relevant curriculum should respond to
changes brought about by current social forces, philosophical positions ,
psychological principles, new knowledge, and educational reforms. This is also
called timeliness.
3. Curriculum changes made earlier can exist concurrently with newer
curriculum changes. A revision in a curriculum starts and ends slowly. More often,
curriculum is gradually phased in and phased out, thus the changes the occur can
coexist and oftentimes overlap for long periods of time.
4. Curriculum change depends on people who will implement the change.
Teachers who will implement the curriculum should be involved in its development,
hence should know how to design a curriculum. Because the teachers are the
implementers of the curriculum, it is best that they should design and own the
changes. This will ensure an effective and long lasting change.
5. Curriculum development is a cooperative group activity.
Group decisions in some aspects of curriculum development are suggested.
Consultations with stakeholders when possible will add to a sense of ownership.

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 Even learners should participate in some aspect of curriculum designing. Any
significant change in the curriculum should involve a broad range of stakeholders to
gain their understanding, support, and input.
6. Curriculum development is a decision-making process made from choices of
alternatives. A curriculum developer or designer must decide what contents to
teach, philosophy or point of view to support, how to provide for multicultural
groups, what methods or strategies, and what type of evaluation to use.
7. Curriculum development is an ongoing process. Continuous monitoring,
examination, evaluation, and improvement of curricula are to be considered in the
design of the curriculum. As the needs of learners change, as society changes, and as
new knowledge and technology appear, the curriculum must change.
8. Curriculum development is more effective if it is a comprehensive process,
rather than a “piecemeal”. A curriculum design should be based on a careful plan,
should clearly establish intended outcomes, support resources and needed time
available and should equip teaching staff pedagogically.
9. Curriculum development is more effective when it follows a systematic process.
A curriculum design is composed of desired outcomes, subject matter content
complemented with references, set of procedures, needed materials and resources
and evaluation procedure which can be placed in a matrix.
10. Curriculum development starts from where the curriculum is. Curriculum
planners and designers should begin with existing curriculum. An existing design is
a good starting point for any teacher who plans to enhance and enrich a curriculum.

Building upon the ideas of Oliva, let as continue learning how to design a curriculum by
identifying its components. For most curricula the major components or elements are
answers to the following questions:

1. What learning outcomes need to be achieved? (Intended Learning Outcomes)

2. What content should be included to achieve the learning outcomes? (Subject
Matter)
3. What learning experiences and resources should be employed? (Teaching-
Learning Methods)
4. How the achieved learning outcomes be measured? (Assessment of Achieved
Learning Outcomes)

Element or Components of a Curriculum Design

There are many labels or names for curriculum design. Some would call it a syllabus,
or a lesson plan. Some would call it a unit plan or a course design. Whatever is the name of
the design, the common components for all of them are almost the same. However some
schools, institutions or departments may add other minor parts or trimmings to the design.

Let us take the lesson Plan as a miniscule curriculum. A lesson plan or teaching guide
includes (1) Intended Learning Outcomes (ILO) or the Desired Learning Outcome (DLO)
formerly labelled as behavioral objectives, (2) Subject Matter or Content, (3) Teaching and

34
learning Methods, and (4) Assessment Evaluation. Each of these components or elements is
described below.

I. Behavioral Objectives or Intended Learning Outcomes

Begin with the end in view. The objective or intended learning outcomes are the
reasons for undertaking the learning lesson from the students’ point of view; it is desired
learning outcome that is to be accomplished in a particular learning episode, engaged in by
the learners under the guidance of the teacher. As a curriculum designer, the beginning of the
learning journey is the learning outcomes to be achieved. In this way, both the learner and the
teacher are guided by what to accomplish.

The behavioral objectives, intended learning outcomes or desired learning outcomes

are expressed in action words found in revised Bloom’s Taxonomy of Objectives (Andersen
and Krathwohl, 2003) for the development of the cognitive skills. For the affective skills, the
taxonomy made by Krathwohl and for the psychomotor domain by Simpson.

The statement should be SMART: specific, measurable, attainable, Result oriented

and time bound. For a beginner, it would help if you provide the condition, Performance and
Extent or Level of Performance in the statement of the intended earning outcomes.

For example, if a lesson intends the student to identify the parts of a simple flower as
stated in the desired learning outcomes, then students should have identified the parts of a
simple flower, at the end of the lesson.

Sometimes the phrase intended learning outcomes is used to refer to the anticipated
results after completing the planned activity or lesson. In framing learning outcomes, it is
good practice to:

 Express each outcome in terms of what successful students will be able to do. For
example, rather than stating Students will be able to explain the reason why… it
should be: ‘Students must have explained the reason why…’ This helps students
to focus on what they have to achieve as learning. It will also help curricularist
devise appropriate assessment tasks.
 Include different kinds of outcomes. The most common are cognitive objectives
(learning facts, theories, formulae, principles etc.) and performance outcomes
(learning how to carry out procedures, calculations and processes, which typically
include gathering information and communicating results). In some contexts,
affective outcomes are important too (for developing attitudes or values, e.g.
those required as a person and for a particular profession).

II. Content/Subject Matter

The content of the lesson or unit is the topic or subject matter that will be covered. In
selecting content, you should bear in mind the following principles in addition to those
mentioned about the content in previous lessons:

35
  Subject matter should be relevant to the outcomes of the curriculum. An effective
curriculum is purposive and clearly focused on the planned learning outcomes.
 Subject matter should be appropriate to the level of the lesson or unit. An affective
curriculum is progressive, leading students towards building on previous lessons.
Contents which are too basic or too advanced for the development levels of learners
make students either bored or baffled, and effect their motivation to learn.
 Subject matter should be up to date and, if possible should reflect current knowledge
and concepts.

III. References

The reference follows the content. It tells where the content or subject matter has been
taken. The reference may be a book, a module, or any publication. It must bear the author of
the material below and if possible, the publications. Some examples are given below.

1. Project Wild (1992) K to 12 Activity guide, An Interdisciplinary, Supplementary

Conversation and Environmental Education Program. Council of Environmental Education,
Bethesda, MD

2. Shipman, James and Jerry Wilson, et al (2009). An Introduction to Physical

Science. Houghton Mifflin Co. Boston MA

3. Romo, Salvador B. (2013). Horticulture an Exploratory Course. Lorimar

Publishing Inc. Quezon City

4. Bilbao, Purita P. and Corpuz, Brenda B. et al (2012). The Teaching Professsion 2nd
Ed. Lorimar Publishing Inc. Quezon City

IV. 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 (lectures, laboratory classes,
fieldwork etc.)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 allow students to work together. Students are guided to
learn on their own to find solutions to their problems. The role of the teachers is to
guide the learners. Democratic process is encouraged, and each one contributes to the
success of learning. Students learn from each other in ways. Group projects and
activities considerably enhance the curriculum.
 Independent learning activities allow learners to develop personal responsibility. The
degree of independence to learn how to learn is enhanced. This strategy is more
appropriate for fast learners.
 Competitive activities, where students will test their competences against another in a
healthy manner allow learners to perform to their maximum. Most successful

36
 individuals in their adult life are competitive, even in early schooling. They mostly
become the survivors in a very competitive world.
 The use of various delivery modes to provide learning experience is recommended.
Online learning and similar modes are increasingly important in many curricula, but
these need to be planned carefully to be effective.

VI. 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
his 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.
 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 suggest that students can learn to judge each other’s work as
reliable as staff.
 The teacher assessment , in which the teacher prepares and administers tests and gives
feedback on the student’s performance.

Assessment may be formative (providing feedback to help the student learn more) or
summative (expressing a judgement on the student’s achievement by reference to stated
criteria). Many assessment tasks involve an element of both, e.g. an example that is marked
and returned to the student with detailed comments.

Summative assessment usually involves the allocation of marks or grades. This helps
the teacher make decisions about the progress or performance of the students.

Students usually learn more by understanding the strengths and the weakness of their
work than by knowing the mark or grade given to it. For this reason, summative assessment
tasks (including unseen examinations) should include an element of formative feedback, if
possible.

Application of the Fundamental Components to Other Curriculum Designs

While our example refers only to designing a lesson plan which is a mini curriculum,
similar components will also be used in making a syllabus for teaching in higher education
courses or other curricular projects. Based on the curriculum models we have learned, the
fundamental components include the following:

Major components of a Course Design or Syllabus

1. Intended Outcomes (or Objectives)

2. Content/Subject Matter(with reference)
3. Methods/Strategies (with needed resources)

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 4. Evaluation (means of assessment)

All other tradition components are trimming that each designer may place. This
traditional part may be an institutional template, suggested by other curriculum experts and as
required by educational agencies like the Department of Education, Commission on Higher
Education, Accrediting Agencies, Professional Organization that would serve the purpose
they intend to achieve.

Evaluate

Instruction: Provide answer to the incomplete sentences. After reading , this lesson on
fundamentals of curriculum designing or crafting a curriculum,

1. I realize that

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. I feel that

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. I need to

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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Lesson 2: Approaches to Curriculum Designing

Learning Outcomes
At the end of the lesson, you should be able to:
1. Identify some familiar curriculum designs and approaches to the design.
2. Analyse the approaches in the light of how these are applied in the school.

Engage

The K to 12 Curriculum: What Design?

Get hold of materials about the K to 12 and answer the following:

What kind of curriculum design influence mostly the K to 12 Curriculum? (A)

Subject-Centered? (B) Learner-Centered (C) Problem-Centered? (You may have more than
one answer) Why?

Explain

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. The subject-
centered design corresponds mostly to the textbook because textbooks are usually written
based the specific subject of course. Henry Morrison and William Harris are the few
curicularists who firmly believed in this design. As practised, school hours are allocated to
different school subjects such as Science, Mathematics, Language, Social Studies, Physical
Education, and other. This is also practised in the Philippines, because a school jday is
divided into the class period, a school year into quarters or semester. Most of the schools
using this kind of structure and curriculum design aim for excellence in the specific subject
discipline content.

Subject-centered curriculum design has also some variations which are focused on the
individual subject, specific discipline and a combination of subjects or disciplines which
are a broad field or interdisciplinary.

1.1. Subject design. What subject are you teaching? What subject are you taking? These are
two simple questions that the teacher and the learner can easily answer. It is because they are
familiar with the subject design curriculum.

Subject design curriculum is the oldest and so far the most familiar design for
teachers, parents and other laymen, according to the advocates, subject design has an
advantage because it is easy to deliver. Textbooks are written and support instructional
materials are commercially available. Teachers are familiar with the format, because they
were educated using also the design. In the Philippine education system, the number of

39
subjects in the elementary education is fewer than in the secondary level. In college, the
number of subject also differs according to the degree programs being pursued. For each
subject, a curriculum is being designed.

However, the drawback of this is that sometimes, learning is so compartmentalized. It

stresses so much the content and forgets about students’ natural tendencies, interests and
experiences. The teacher becomes the dispenser of knowledge and learners are the simply the
empty vessel too receive the information or content to teaching and learning.

1.2 Discipline design. This curriculum design model is related to the subject design.
However, while subject design centers only on the cluster of content, discipline 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 use to
study a specific content of their fields. Students in history should learn the subject matter like
historians, students in biology should learn how the biologist learn, and so with students in
mathematics, how should learn how mathematics learn. In the same manner, teachers should
teach how the scholars in the discipline will convey the particular knowledge.

Discipline designed model of curriculum if often used in college but not in the
elementary or secondary levels. So from the subject centered curriculum, curriculum moves
higher to a discipline when the students are more mature and are already moving towards
their career path or disciplines as science, mathematics, psychology, humanities, history and
others.

1.3 Correlation. Coming from a core, correlated curriculum design links separate subject
designs in order to reduce fragmentation. Subjects are related to one another and still
maintain their identity. For example, English literature and social studies correlate well in the
elementary level. In the two subjects, while history is being studied , different literary pieces
during the historical period are also being studied. The same is true when science becomes
the core mathematics is related to it, as they are taken in chemistry, physics and biology.
Another example is literature as the core with art, music, history, geography, related to it. To
use correlated design, teachers should come together and plan their lessons cooperatively.

1.4 Broad field design/interdisciplinary. Broad field design or interdisciplinary is a

variation of the subject-centered design. This design was made to cure the
compartmentalization of the separate subjects and integrate the contents that are related to
one another. Thus subjects such as geography, economics, political science, anthropology,
sociology and history are fused into one subject called social studies. Language arts will
include grammar, literature, linguistics, spelling, and composition.

Sometimes called holistic curriculum, broad fields draw around themes and
integration. Interdisciplinary design is similar to thematic design, where a specific theme is
identified, and all other subject areas involve around the theme.

2. Learner-Centered Design

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 Among the progressive educational psychological, the learner is the center of the
education process. This emphasis is very strong in the elementary level, however; more
concern has been placed on the secondary and even the tertiary levels. Although in high
school, the subject or content has become the focus and in the college level, the discipline is
the center, both levels still recognize the importance of the learner in the curriculum.

Here are some examples of curriculum designs which are learner-centered.

2.1 Child-centered design. This design is often attributed to the influence of john
Dewey, Rouseau, Pestallozi and Froebel. This curriculum designed is anchored on the
needs and interests of the child. The learner is not considered a passive individual but
one who engages with his/her environment one learns by doing. Learners actively
create, construct meanings and understanding as viewed by the constructivist. In the
child-centered design, learners interact with the teachers and the environment, thus
there is a collaborative effort on both sides to plan lessons, select content and do
activities together. Learning is a product of the child’s interaction with the
environment.

2.2 Experience-centered design. This design is similar to the child-centered design.

Although the focus remains to be the child, experience-centered design believes that
the interests needs of learners cannot be pre-planned. Instead, experiences of the
learners become the starting point of the curriculum, thus the school environment is
left open and free. Learners are made to choose from various activities that the teacher
provides. The learners are empowered to shape their own learning from the different
opportunities given by the teacher. In a school where experience-centered curriculum
is provided, different learning centers are found, time is flexible and children are free
to make options. Activities revolve around different emphasis such as touching,
feeling, imagining, constructing, relating and others. The emergence of multiple
intelligence theory blends well with experience-centered design curriculum.

2.3 Humanistic design. The key influence in this curriculum design is Abraham
Maslow and Carl Rogers. Maslow’s theory of self-actualization explains that a person
who achieves this level is accepting of self, others and nature; is simple, spontaneous
and natural; is open to different experiences; possesses empathy and sympathy
towards the less fortunate among many others. The person can achieve this state of
self-actualization later in life but has to start the process while still in school. Carl
Rogers, on the other hand, believed that a person can enhanced self-directed learning
by improving self-understanding, the basic attitude to guide behavior.

In humanistic curriculum design, the development of self is the ultimate

objective of learning. It stresses the whole person and the integration of thinking,
feeling and doing. It considers the cognitive, affective and psychomotor domains to be
interconnected and must be addressed in the curriculum. It stresses the development
of positive self-concept and interpersonal skills.

3. Problem-Centered Design

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 Generally, problem-centered design draws on social problems, needs, interest and
abilities of the learners. Various problems are given emphasis. There are those that center on
life situations, contemporary life problems, areas of living and many others. In this
curriculum, content cuts across subject boundaries and must be based on the needs, concerns
and abilities of the students. Two examples are given for the problem-centered design
curriculum.

3.1 Life-situations design. What makes the design unique is that the contents are
organized in ways that allow students to clearly view problem areas. It uses the past
and the present experiences of learners as a means to analyze the basic areas of living.
As a starting point, the pressing immediate problems of the society and the students’
existing concerns are utilized. Based on Herbert Spencer’s curriculum writing, his
emphases were activities that sustain life, enhance life, aid in rearing children,
maintain the individual’s social and political relations and enhance leisure, tasks and
feelings. The connection of subject matter to real situations increases the relevance of
the curriculum.

3.2 Core problem design. Another example of problem-centered design is a core

design. It centers on general education and the problems are based on the common
human activities. The central focus of the core design includes common needs,
problems, and concerns on learners. Popularized by Faunce and Bossing in 1959, it
presented ways on how to proceed using core design of a curriculum. These are the
steps.

Step 1. Make group concensus on important problems.

Step 2. Develop criteria for selection of important problem.

Step 3. State and define the problem.

Step 4. Decide on areas of study, including class grouping.

Step 5. List the needed information for resources.

Step6. Obtain and organize information.

Step 7. Analyse and interpret the information.

Step 8. State the tentative conclusions.

Step 9. Present a report to the class individually or by group.

Step 10. Evaluate the conclusions

Step 11. Explore other avenues for further problem solving.

There are some examples of curriculum designs. There are many more which are
emerging and those that have evolved in the past. The example given may be limited,
however; for our purposes, they can very well represent curriculum designs.

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Approaches to Curriculum Design

How will a particular design be approached by the teacher? After writing a curriculum
based on the specific design, let us see how a teacher will approach this. We will find out the
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 educational
process. It means that the curriculum is constructed based on the needs, interest, purposes and
abilities of the learners. The curriculum is also built upon the learners’ knowledge, skills,
previous learning and potentials.

From its design, how should a child-centered curriculum be approached? Let us

consider these principles.

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 the learner.

The child-centered approach is illustrated in the example below:

School X is anchored on the theory of multiple intelligences in all its curricular and
co- curricular activities. Every classroom provides activity centers where children can learn
on their own with the different learning resource materials. Learners can just choose which
learning ceter to engage in with different resources. This arrangement allows for the capacity
of every learner to be honed. It also allows learning how to learn, hence will develop
independence. The teacher acts as guide for every learner. The learner sets the goal that can
be done within the frame of time.

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

prescribes separate distinct subjects for every educational level: basic education, higher
education or vocational-technical education. This approach considers the following
principles:

1. The primary focus is the subject matter.

2. The emphasis is on bits and pieces of information which may be detached from life.
3. The subject matter serves as a means of identifying problems of living.
4. Learning means accumulation of content or knowledge.
5. Teacher’s role is to dispense the content.

Example of subject-centered approach is given below.

In another setting, School Y aims to produce the best graduates in the school
district. Every learner must excel in all academic subjects to be on top of every academic

43
 competition. The higher the level of cognitive intelligence is, the better the learner. Hence
the focus of the learning is mastery of the subject matter in terms of content. Every
student is expected to be always on top in terms of mastery of discipline. Memorization,
and drill are important learning skills. The school gives emphasis to intellectual
development, and set aside emotional, psychomotor and even value development. Success
means mastery of the content.

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 as individuals.

This approach is characterized by the following views and beliefs:

1. The learners are capable of directing and guiding themselves in resolving

problems, thus developing every learner to be independent.
2. The learners are prepared to assume their civic responsibilities through direct
participation in different activities.
3. The curriculum leads the learners in the recognition of concerns and problems
in seeking solutions. Learners are problem solvers themselves.

Example of the problem-centered approach is presented below:

School Z believes that a learner should be trained to solve real life problems that
come about because of the needs, interest and abilities of the learners. Problems persistent in
life and society that affect daily living are also considered. Most of the school activities
revolve around finding solutions to problems like poverty, drug problems, climate change,
natural calamities and many more. Since the school is using a problem-based design, the
same approach is used. Case study and practical work are teaching strategies that are utilized.
Problem-centered approach has become popular in many schools.

We have given examples of curriculum design and the corresponding approaches.

Again, the choice of the design is influenced by philosophical and psychological beliefs of
the designer. It is very important that as a curricularist, you will be able to understand the
different design models and how to approach each one.

Evaluation

Choose one statement and reflect on it. What do you think and feel about it?

Statement No. 1 –“Schools that approach the curriculum as subject-centered,

make robots out of the students.”

Statement No. 2 –“In schools where child-centeredness is the approach,

discipline is weak.”

Statement No. 3 –“Students are too young to solve life’s problem, why should
they do problem solving in school?”

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Lesson 3: Curriculum Mapping

Learning Outcomes
At the end of the lesson, you should be able to:
1. Define curriculum mapping as part of curriculum designing.
2. Identify the purposes of curriculum maps
3. Familiarize oneself of some examples of curriculum maps

Engage

A curriculum design is reflected in a written curriculum either as a lesson plan,

syllabus, unit plan or a bigger curriculum like K to 12. Before a teacher shall put this plan or
design into action, he/she must need to do a curriculum map.

Have you ever wondered how pace your lesson, so that it will cover a period of time
like hours, weeks, quarters, semester or the whole year?

This lesson will teach us, curricularists, an important process and tool in curriculum
development which is Curriculum Mapping and Curriculum Maps.

Explain

Curriculum Mapping

Curriculum mapping is a process or procedure that follows curriculum designing. It is

done before curriculum implementation or the operationalization of the written curriculum.
This process was introduced by Heidi Hayes Jacobs in 2004 in her book Getting Results with
Curriculum Mapping (ASCD, 2004). This approach is an ongoing process or “work-in-
progress”. It is not a onetime initiative but a continuing action, which involves the teacher
and other stakeholders, who have common concerns. Curriculum mapping curriculum can be
done by teacher alone, a group of teachers teaching the same subject, the department, the
whole school or district or the whole educational system.

Some curricularist would describe curriculum mapping as a making a map to success.

There are common questions that are asked by different stakeholders, like teachers,
colleagues, parents, school officials and the community as well. These questions may
include:

1. What do may students learn?

2. What do they study in the first quarter?
3. What are they studying in school throughout the year?
4. Do my co-teachers who handle the same subject, cover the same content?
Achieve the same outcomes? Use similar strategies?
5. How do I help my students understand the connections between my subjects
and other subjects within the year? Next year?

45
 Curriculum mapping, may be able to answer these questions above. Furthermore,
mapping will produce a curriculum map, which is a very functional tool in curriculum
development.

Curriculum Mapping Process

There are many ways of doing things, according to what outcome one needs to
produce. This is also true with curriculum mapping. However, whatever outcome (mao) will
be made, there are suggested steps to follow.

Example A.

1. Make a matrix or a spread sheet.

2. Place a timeline that you need to cover. (one quarter, one semester, one year)
This should be dependent on time frame of a particular curriculum that was
written.
3. Enter the intended learning outcomes, skills needed to be taught or achieved at
the end of the teaching.
4. Enter in the same matrix the content areas/ subject areas to be covered.
5. Align and name each resource available such as textbooks, workbooks,
module next to subject areas.
6. Enter the teaching-learning methods to be used to achieve the outcomes.
7. Align and enter the assessment procedure and tools to the intended learning
outcomes, content areas, and resource.
8. Circulate the map among all involved personnel for their inputs.
9. Revise and refine map based on suggestions and distribute to all concerned.

You will find Example A as a component of an OBE-Inspired syllabus for the higher
education to serve the specific purpose as you will see in some maps.

Example B (For degree program in college)*

1. Make a matrix or a spread sheet.

2. Identify the degree or program outcomes (ex. BEEd, or BSED)
3. Identify the subjects along the vertical cells of the matrix in a logical or
chronological order.
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 cell (use code as PO1,
PO2… if outcomes are too long to fit in the cell) PO means Program
Outcomes
6. Cross the subject and the Outcome, and determine if such subject
accomplishes the outcomes as either Learned (L), Performed (P) or given
Opportunity (O). Place the code in the corresponding cell.
7. Fill up all cells.

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 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.

The Curriculum Map

Curriculum maps are visual timelines that outline desired learning outcomes to be
achieved, contents, skills and values taught, instructional time, assessment to be used, and the
overall student movement towards the attainment of the intended outcomes. Curricular maps
may be simple or elaborate that can be used by individual teacher, a department, the whole
school or educational system. A map is geared to a school calendar.

Curriculum maps provide quality control of what are taught in schools ta maintain
excellence, efficiency and effectiveness. It is intended to improve instruction and maintain
quality of education that all stakeholders need to be assured.

Sometimes, parents and teachers would ask questions like: “why is my friend’s son
studying decimals in Mr. Bernardo’s class and my own son is not studying the same in
Miss Julia’s class when they are of the same grade level?” or “why do some of my students
recognize the parts of speech while others are totally lost?”

Parents, teachers and the whole educational community can look at the curriculum
map see to that intended outcomes and content are covered. A map can reassure stakeholders
specific information for pacing.

 Based on the CHED OBE Handbook, 2014 and alignment of the subject
horizontally or vertically. It will also avoid redundancy, inconsistencies and
misalignment. Courses that are not correctly aligned will allow teachers to
quickly assess the mastery of the skills in the previous grade, to avoid
unnecessary re-teaching.

Horizontal alignment, called sometimes as “pacing guide”, will make all teachers,
teaching the same subject in a grade level follow the same timeline and
accomplishing the same learning outcomes. This is necessary for state-mandated,
standard-based assessment that we have in schools. Vertical alignment will see to
it that concept development which may be in hierarchy or in spiral form does not
overlap but building from a simple to more complicated concepts and skills.
Alignment, either vertical or horizontal, will also develop interdisciplinary
connections among teacher and students, between and among courses. Teachers
can verify that skills and content are addressed in other courses or to higher levels,
thus making learning more relevant.

A curriculum map is always a work in progress that enables the teacher or the
curriculum review team to create and recreate the curriculum. It provides a good
information for modification of curriculum, changing of standards and
competencies in order to find ways to build connections in the elements of the
curricula.

47
 Example of a Curriculum Map

Here are two examples of a curriculum map. Sample A is for Basic Education and
Sample B is for a College Level.

Example A: Excerpt from DepEd Curriculum Guide for Science 3 shows a sample of a map
for Quarter 1 and 2.A column for Code was not included.

ELEMENTARY SCIENCE GRADE 3

Note: For Quarter 2, there are still two major content which are 3. Living Things 3.1
Plants and 4. Heredity: Inheritance and Variation.

Contents Content Standards Performance Learning Learning

Standards Competency Materials
Grade 3-Matter
FIRST QUARTER/FIRST GRADING PERIOD
1. Properties The learners The learners The learners Learning Guide
1.1Characteristic of demonstrate should be able should be able in Science &
solids, liquids, gases understanding to… to…. Health:
of…… Mixtures
Ways of sorting Group common Describe the
materials and objects found at different objects BEAM- grade
describing them as home and in based on their 3 Unit 4
solid, liquid or gas school according characteristics Materials LG-
based on to solids, liquids (e.g., Shape, Science 3
observable and gas. Weight, Volume, Materials
properties Ease o Flow) Module 1
Classify objects
and materials as
solid, liquid, and
gas based on some
observable
characteristics

Describe ways on
the proper use and
handling solid,
liquid and gas
found at home and
in school

Changes that Effects of Investigate the Describe BEAM-G3 Unit

materials temperature on different changes in 3Materials-
undergo materials changes in materials based Distance
materials as on the effect of Learning
affected by temperature: Module BEAM

48
 temperature 4.1 Solid to G3 Unit 3
Liquid Materials
4.2 Liquid to Module 44-49
solid
4.3 Liquid to gas
4.4 Solid to gas

Grade 3- Living Things and Their Environment

SECOND QUARTER/SECOND GRADING PERIOD
1. Living Things The learners The learners The learners
1.1 Humans demonstrate should be able should be able
1.2 A Sense understanding to…. to…..
Organs of…

Parts and Practice 1.describe the

functions of the healthful habits parts and
sense organs of in taking care offunctions of the
the human body the sense organs sense organs of
the human body;
2. enumerate
healthful habits
to protect the
sense organs;
2. Living Things Parts and Enumerate ways 3. described the
2.1 Animals functions of of grouping animals in their BEAM-Grade
animals and animals based on immediate 3- unit 2
importance to their structure surrounding; Animals DLP
humans and importance Science 3DLP
4. identify the 19
parts and Beam-Grade 3-
function of unit
animal 2 Animals
DLP Science 3
31-32
Learning Guide
6. state the
in Science
importance of
&Health: The
animals to
Body Guards
humans;
7. describe ways
of proper
handling of
animals

Sample A1- Science Curriculum Map Showing the Sequence of

Domain for the year per Quarter

Qt G3 G5 G6 G7 G8 G9 G10
r

49
 Force, Living Earth and
1 Matter Matter Matter Matter Motion, Things and Space
Energy Their
Environment
Living Living Living Living Earth and Force,
2 Things & Things and Things and Things and Space Matter Motion,
Their Their Their Their Energy
Environment Environment Environment Environmen
t
Force, Force, Force, Force, Living
3 Motion, Motion, Motion, Motion, Matter Earth & Things and
Energy Energy Energy Energy Space Their
Environment
Earth and Earth and Earth and Living Force,
4 Earth and Space Space Space Things and Motion & Matter
Space Their Energy
Environment

Evaluate

Reflect on the process of curriculum mapping and the sample curriculum map in this lesson.
As a future teacher, how will the process of mapping and the map as a tool help you in your
profession?

50
 Chapter 3: Implementing the Curriculum

Module 4: The teacher as Curriculum Implementor and Manager

Lesson 1: Implementing the Designed Curriculum as a Change Process

Learning Outcomes
At the end of the lesson, you should be able to:
1. Define curriculum implementation
2. Analyse what is change process in curriculum implementation
3. Explain the process of curriculum implementation.

Engage

Can We Make Curriculum Change?

The K to 12 is the current 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 are 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.
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 that the middle portion is the word equilibrium or balance.

A. Driving Force/Factors B. Restraining Force/ Factor

E
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 curriculum change.

3. If A and B are equal, then there will be a status quo.

Explain

Curriculum Implementation Defined

51
 Following the curriculum models of Tyler, Taba, Sylor and Alexander or Lewis, is the
next step to curriculum designing which is curriculum implementing. This is the phase where
teacher action takes place. It is one of the most crucial process in curriculum development
although many education planners would say: “ A good plan is work half done.” If this is so,
then the other half of the success of curriculum development rest 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 same learners to function effectively in society. (SADC MoE Africa,
2000)

Ornstein and Hunkins in 1998 defined curriculum implementations as the interaction

between the curriculum that has been written and planned and the persons (teachers) who are
in charge to deliver it. To them, 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.
 Change which requires effort hence goals should be achievable.

Loucks and Lieberman (1983) define curriculum implementation as the 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.

In the classroom context, curriculum implementation means “teaching” what has been
written in the lesson plan. Implementing means using the using the plan as a guide to engage
with the learners in the teacher –learning process with the end in view that learning has
occurred and learning outcomes have been achieved. 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, the institution, or the
whole higher education system. It requires time, money, personal interaction, personal
contacts, and support.

Curriculum Implementation as a Change Process

Kurt Levin’s Force Field Theory and Curriculum Change

Kurt Levin (1951), the father of social psychology explains the process of change.
The model can be used to explain curriculum change the implementation.

52
 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. Here 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 Levin in his Force Field Theory.

We shall use this theory to explain curriculum change. The illustration below
shows that there are driving forces on the left and the resisting forces on the right. If
you look at the illustration there is equilibrium. If the driving force is equal to the
restraining force will change happen? Do you think, there will be curriculum change
in this situation? Why?

Driving Force Restraining Force

E
Q
Government Intervention U Fear of the Unknown
I
L
Society Values I Negative Attitude to Change
B
R
Technological Changes I Tradition Values
U
M
Knowledge Explosion Limited Resources

Administrative Support Obsolete Equipment

Based on Kevin’s Force Field Model

According to Levin, change will be better if the restraining forces shall be decrease,
rather than increasing the driving force. As a curricularist, how would you do this?

Let us look first at the different changes that occur in the curriculum. It is important to
identify these as part of our understanding of curriculum implementation.

Categories of Curriculum Change

McNeil in 1990 categorized curriculum change as follows:

1. Substitution. The current curriculum will be replaced or substituted by a new one.

Sometimes, will call this a complete overhaul. Example, changing an old book to
entirely new one, not merely a revision.

53
2. Alteration. In alteration, there is a minor change to the current or existing
curriculum. For example, instead of using a graphing paper of mathematics teaching,
this can be altered by using 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 significant involvement of parents in the child’s instead of leaving
everything to the teacher. Using the “In-school Off-school” or a blended curriculum
is an example of restructuring.
4. Perturbations. These are changes that are disruptive, but teachers have to adjust to
them within a fairly short time. For example, if the principal changes the time
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 extra curricular
activities.
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. For example, when new
teachers who are recruited in religious schools give emphasis on academics and
forget the formation of values or faith, they need a curriculum value orientation.
Likewise, all teachers in the public schools, undergo teacher induction program
which is a special curriculum for newly hired teachers.

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 climate of
openness and trust, and appreciate and affirm strengths of the teacher. There should be
teacher support in trying new tasks, reflection on the new experiences and challenge.

There are simple stages in the developmental change process for the teacher.
First, is orientation and preparation. The initial use is very mechanical or routinary.
However, as the skills are honed and mastery of the routine is established, refinement
follows. This means adjustments are made to better meet the needs of the learners and
achieve the learning outcomes. In this step, there will be continuous reflection, feedback
and refinement.

Participator. For curriculum implementation to succeed, it should be participatory,

especially because other stakeholders like peers, school leaders, parents and curriculum
specialist are necessary. Characteristics of teacher styles, commitment, willingness to
change, skills, and readiness are critical to implementation. This should be coupled with
organizational structure, principal style, student population characteristic and other
factors. Trust among key players should also be sought as this is a positive starting point.

54
 Involvement and participation encourage sense of ownership and accountability.
Participation builds a learning community which is very necessary in curriculum
implementation.

Supportive curriculum implementation is required in the process of change. Material

support like supplies, equipment and conductive learning environment like classroom
and laboratory should be made available. Likewise, human support is very much needed.
The school leader or head should provide full school or institutional support to
implementation of the new curriculum. They too have to train to understand how to
address curriculum change as part of their instructional as well as management functions.

Time is an important commodity for a successful change process. For any

innovation to be fully implemented, period of three to five years to institutionalize a
curriculum is suggested. Time is needed by the teachers to plan, adapt, train and practise,
provide the necessary requirements and get support. Time is also needed to determine
when the implementation is time bound.

Support from peers, principals, external stakeholders will add to the success of
implementation. When teacher share ideas, work together, solve problems, create new
materials, and celebrate success, more likely that curriculum implementation will be
welcomed.

Evaluate

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 column (B) of the correct match.

Concepts Meaning/Description
 Implementing  Minor curriculum change like the use
of e portfolio instead of portfolio as
an artefact.
 Restructuring  Progressive steps from orientation to
reflection about the curriculum that is
a characteristic of an academic
program.
 Development  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 ensure that the
curriculum brings about something
different and better than before in the
desired learning outcomes.

55
Lesson 2: Implementing a Curriculum Daily in the Classroom

Learning Outcome:

At the end of the lesson, you should be able to:

1. Review the components of a daily plan for teaching
2. Identify intended learning outcomes
3. Match learning outcomes with appropriate teaching methods

Engage

What is your Learning Style?

1. Study the Learning Style Choice Board and check as many as you feel you want to
do more often.

2. If you have more choices, then you have a multiple learning style individual.

Visual Music/ Auditory Verbal

 Create Visual  Write a Song or Rab  Teach Concept

Diagram  Create a Dance  Write Institutions
 Graph Results  Write a Jingle  Create Ads
of a Survey  Create a Rhyme  Write a Poem
 Create a  Use an Instrument to  Keep a Journal
Comic Strip Create  Retell in your Own
 Create a Words
poster  Teach Concept
 Draw a Map Mapping
 Create a  Write a Story
Power Point
 Create a
Webcast or
Video
Physical/Kinesthetic Learning Styles Choice Logical/ Mathematical
Board
 Create a Game We all learn in different  Create a Code
 Do an Experiment ways! Pick your way to  Make a Time Line
 Construct a Model discover, think, create, and  Compare/Contrast
 Build a learn concepts in all areas; Ideas
Representation math, reading, science,  Create an Outline
 Create a Sport history, writing etc…  Design a Map
 Show a Pattern
 Teach Concept
mapping.

Social Solitary Naturalist

56
  Tells stories or Poems Research an Area  Collect and
 Survey Others Keep a Journal Categorize Data,
 Interview Someone Write about Personal Material, or ideas
 Teach a Cooperative Experience  Discover or
Game  Think about…and Experiment
 Role Play plan…  Take a Field Trip
 Hold a Discussion  Create a Power Point  Adapt Materials
 Read a Book on…  Label and classify
Source: Loving2Learn.com

Explain

 Starting the Class Right: Laying Down the Curriculum Plan

Before the class begins every day, a teacher must have written a lesson plan. The main
parts of the lesson plan are (1) Objective or Intended learning outcomes (ILO), (2)
Subject Matter (SM), (3) Procedure or Strategies of Teaching, (4) Assessment of
Learning outcomes(ALO) and (5) Assignment or Agreement

I. Intended Learning Outcomes (ILO). These are the desired learning that will be
the focus of the lesson. Learning outcomes are based on Taxonomy of Objectives
presented to us as cognitive, affective and psychomotor. Bloom’s Taxonomy has revisited
by his own student Lorin Anderson and David Krathwohl. Let us study both in the
comparison below.

Revised Bloom’s by Anderson (2001)

Blooms Taxonomy (1956)
EVALUATION CREATING
SYNTHESIS EVALUATING
ANALYSIS ANALYZING
APPLICATION APPLYING
COMPREHENSION UNDERSTANDING
KNOWLEDGE REMEMBERING

Somehow the two are similar, however the highest level of cognition in the revised
version, is creating. Take note that the original version is stated as nouns while the revised
version is stated as verbs which implies more active form of thinking.

Revised Bloom’s Taxonomy: A Quick Look

There are three major changes in the revised taxonomy. These are:

a. Changing the names in the six categories from nouns to verbs.

b. Rearranging these categories.
c. Establishing the levels of the knowledge level in the original version

Let us study the cognitive categories with the example key words (verbs) for each in the new
version of Bloom’s Taxonomy that follow.

57
 Categories Example Key Words

Remembering. Recall or retrieve previous Defines, describes, identifies, labels, lists,

learned information outlines, selects, states

Understanding. Comprehend meaning, Comprehends, explains, distinguishes,

translation, state problem in own words, estimates, gives examples, interprets,
making meaning predicts, rewrites, summarizes
Applying. Use concept in new situation, Applies, changes, computes, operates,
applies what has been learned in new constructs, modifies, uses, manipulates,
situation prepare, shows, solves
Analyzing. Separate materials or concepts Breaks down, compares, contrasts, diagrams,
into component parts so that the differentiates, discriminates, identifies, infers,
organization is clear. Distinguishes between outlines, relates, selects, separates
facts and inferences
Evaluating. Make judgements about the Appraises, compares, criticizes, defends,
value of ideas or materials. describes, discriminate
Creating. Build a structure or pattern from Composes, compiles, designs, generates,
various elements. Put parts together to modifies, organizes, rearranges, reorganizes,
create a whole, to make new meaning and revises, rewrites, summarizes, creates
structure

In writing objectives or intended learning outcomes, it is always recommended that

more of the higher order thinking skills (HOTS) should be developed and less of the low
level thinking skills (LOTS) for learners. The low level categories will develop LOTS and
thinking skills progress as the categories move higher.

Higher Order Thinking Skills HOTS

Creating Doing

Active
Evaluating
Receiving and
Analyzing Participating
Visual receiving
Applying

Understanding Passive

Remembering
Verbal Receiving

Lower Order Thinking Skills LOTS

58
 Another version is the expansion of the concept of knowledge which was not given
emphasis nor discussed thoroughly before.

Levels of Knowledge

1. Factual knowledge-ideas, specific data or information

2. Conceptual knowledge- words or ideas known by common name, common
features, multiple specific examples which may either be concrete or abstract.
Concepts are facts that interrelate with each other to function together.
3. Procedural knowledge- how things work, step-by-step actions, methods of
inquiry.
4. Metacognitive knowledge- knowledge of cognition in general, awareness of
knowledge of one’s cognition, thinking about thinking.

Intended learning outcomes (ILO) should be written in a SMART way. Specific,

Measurable, Attainable, Result Oriented (Outcomes) and Time Bound.

I. Subject Matter or Content. (SM) comes from a body of knowledge (facts,

concepts, procedure and metacognition) that will be learned through the
guidance of the teacher. Subject matter is the WHAT in teaching. In a plan,
this is followed by the references.

II. Procedure or Methods and Strategies. This is the crux of curriculum

implementation. How a teacher will put life to the intended outcomes and the
subject matter to be used depends on this content.

Let’s take a closer view. How will you as a teacher arrange a teaching-learning
situation which will engage student to learn? Here are some points to remember.

 There are many ways of teaching for the different kinds of learners. Corpuz
&Salandanan, (2013) enumerated the following approaches and methods, which may
be useful for the different kinds of learners. Some are time tested methods, while
others are non-conventional constructivist methods.
1. Direct Demonstration Methods: Guided Exploratory/ Discover Approach,
Inquiry Method , Problem-based Learning (PBL), Project method.
2. Cooperative Learning Approaches: Peer Tutoring, Learning Action Cells,
Think-Pair-Share
3. Deductive or Inductive Approaches: Project Method, Inquiry-Based Learning
4. Other approaches: Blended Learning, Reflective Teaching, Integrated
Learning, Outcomes-Based Approach

Teachers have to take consideration that the different strategies should match with the
learning styles of the students.

59
  Students have different learning styles. There are many classifications of learning
styles according to the different authors. The Multiple Intelligence Theory of Howard
Garner implies several learning styles but for our lesson, we will just focus on the
three learning styles which are Visual, Auditory and Kinesthetic. These three
preferred styes can help teachers choose the method and the materials they will use.
Common Characteristics Tips for Teachers about Learners
Visual- uses graphs, charts, pictures; tends Turn notes into pictures, diagrams, maps.
to remember things that are written in form. Learn the big picture first than details. Make
mind maps and concept maps.

Auditory- recalls information through Record lectures and listen to these. Repeat
hearing and speaking; prefers to be told how materials out loud “parrots”. Read aloud.
to do things orally; learns aloud.
Kinaesthetic- prefers hands-on approach; Learn something while doing another thing
demonstrates how to do, rather than explain; (eats while studying). Work while standing.
like group work with hands on minds-on. Like fieldwork. Do many things at one time.

60
  Teaching and learning must be supported by instructional materials (IMs)
Considering the teaching methodologies and the learning styles, the different support
materials should be varied. This will be varied. This will ensure that the individual difference
will be considered.

Instructional materials should complement Visual, Auditory and Tactile or a combination of

the three. However, following Dale’s Cone of Learning which is visual device, can help
teachers to make decision on what resources and materials will maximize learning.

CONE OF LEARNING

After 2 weeks we tend to

remember Nature of
Involvement

10% of what we READ Verbal Receiving

Reading

20% of what we HEAR Hearing words

30% of what we SEE Looking at Pictures PASSIVE

Watching a Movie
50% of what we Looking at an Exhibit Visual Receiving
HEAR & SEE Watching a Demonstration
Seeing it Done on Location

70% of what Participating in a discussion Receiving/

we SAY Giving a Talk Participating ACTIVE

90% of Doing a Dramatic Presentation

what we Simulating the Real Experience Doing
SAY & Doing the Real Thing
DO
Source: Edgar Dale, Audio-Visual Methods in Teaching (3rd Ed.), Holt Rinehart and Winston (1969)

61
 So what instructional support materials will the teachers use, according to the learning
styles and the outcomes to be achieved? Here are some guidelines.

1. Use of direct purpose experience through learning by doing retains almost all
of the outcomes. Ninety percent of learning is retained. Examples are field
study, community immersion, practice teaching.
2. Participation in class activities, discussion, reporting and similar activities
where learners have the opportunity to say and write. Seventy percent of
learning is remembered. Examples are small group discussion, buzz session,
individual reporting, role play.
3. Passive participation as in watching a movie, viewing exhibit, watching
demonstration will retain around 50% of what has been communicated.
4. By just looking at still pictures, paintings, illustrations and drawings, will
allow the retention of around 30% of the material content.
5. By hearing as in lecture, sermon, monologues, only 20% is remembered
6. Reading will ensure 10% remembering of the material.

Regardless of the amount of remembering from the concrete to abstract, each layer
contributes to learning and require instruction support materials.

Visual: Concrete (flat, 3-dimensional, realias, models, etc.) or abstract (verbal

symbols, words)

Audio: recordings of sounds, natural or artificial

Audio-Visual: Combination of what can be seen and heard

Kinesthetic: Manipulative materials like modelling clay, rings, dump bells,

equipments, others

Experiential: utilize all modalities

 Methods and materials must be implement the plan: Taking action

 Finding out what has been achieved: Assessing achieved outcomes

At the end of the activity, the teacher will find out if the intended learning outcomes
(ILO) have been converted into achieved learning outcomes (ALO).

Test and other tools are utilized at the end of the lesson to identify this. What knowledge,
Process Understanding and Performance (KPUP) are demonstrated by the learners? The
rule of thumb is what has been taught should be measured, to find out if the intended
outcomes set at the beginning has been achieved. More detailed discussion will be found
in the Module on Evaluation of the curriculum.

Evaluate

62
 Reflect and answer the statement below, based on the lesson you learned in this
lesson.

1. When I became a teacher,

I will ……………………..
Because…………………..

63
 Lesson 3: The Role of Technology in Delivering the curriculum

Learning Outcome

At the end of the lesson, you should be able to:

1. Discussed role of technology in curriculum application
2. Enhanced the application of outcomes-based learning with technology both as an
aid and platform for learning
3. Analysed the significance if systematic lesson planning in which the appropriate
choice of media comes to play

Engage

Make decide on (a) a specific lesson to be taught (b) learning objectives (c) choice of
media (d) preparing in grid form a Lesson Plan, as in the following example:

Table 2 An Example of a Simplified Lesson Plan

Subject : Science

Level : Grade 6

Class size : 45 students

Duration : 2 periods (2 hours)

Lesson : Saving our Earth

Topic : Natural resources

Specific desired learning outcomes:

At the end of the lesson, learners must have:

 Correctly understood the situation that planet earth is in

 Identify dangers, causes and ways to save the earth
 Appreciate natural resources and graphically expressed their appreciation of the
earth’s natural resources

Instructional media

 VHS Discovery material –Our Planet Earth (15 minutes)

 White board

Activities

64
  Teacher introduces the general topic and lesson

Explain

Instructional media may also be referred to as media technology or learning

technology, or simply technology. Technology plays a crucial role in delivering
instruction to learners.

Technology offers various tools of learning and these range from non-projected media
from which the teacher can choose, depending on what he sees fit with the intended
instructional setting. For example, will chalkboard presentation be sufficient in
illustrating a mathematical procedure; will a video clip be needed for motivating learners?

In the process, what ensues is objective-matching where the teacher decides on what
media or technology to use to help achieve the set learning objectives.

Non-projected media Projected media

Real objects Overheard transparencies
Models Opaque projection
Field trips Slides
Kits Filmstrips
Printed materials (books, worksheets) Films
Visuals (drawings, photographs, graphs, charts, posters) Video, VCD, DVD
Visual boards (chalkboard, whiteboard, flannel board. Computer/ multimedia
Etc.) presentations
Audio materials
Table1. Types of instructional media/ technology

Factors in Technology Selection

In deciding on which technology to use from a wide range of media available, the
factors on which to base selection are:

1. Practicality. Is the equipment (hardware) or already prepared lesson material

(software) available? If not, what would be the cost in acquiring the equipment
or producing the lesson in audial or visual form?
2. Appropriateness in relation to the learners. Is the medium suitable to the
learners’ ability to comprehend? Will the medium be a source of plain
amusement or entertainment, but not learning?
3. Activity/suitability. Will the chosen media fit the set instructional event,
resulting in information, motivation, or psychomotor display?
4. Objectives-matching. Overall, does the medium help in achieving the learning
objective(s)?

The Role of Technology in Curriculum Delivery

It can easily be observed that technological innovation in the multifarious fields of

commerce, science and education, is fast developing such that it is difficult to foresee the

65
technological revolution in the millennium, inclusive of educational changes. For certain,
however, technological changes in education will make its impact on the delivery of more
effective, efficient and humanizing teaching-and-learning.

But presently, we can identify three current trends that could carry on to the nature of
education in the future. The first trend is the paradigm shift from teacher-centered to student-
centered approach to learning. The second is the broadening realization that education is not
simply a delivery of facts and information, but an educative process of cultivating the
cognitive, affective, psychomotor, and much more the contemplative intelligence of the
learners of a new age. But the third and possibly the more explosive trend is the increase in
the use of new information and communication technology or ICT.

Already at the turn of the past century, ICT, in its various forms and manifestations
has made its increasing influence on education, and the trend is expected to speed up even
more rapidly. Propelling this brisk development is the spread of the use of the computer and
the availability of desktop micro-computers affordable not only to cottage industries,
businesses, and homes but also to schools.

For now, the primary roles of educational technology in delivering the schools
curriculum’s instructional program have been identified:

 Upgrading the quality of teaching-and- learning in schools

 Increasing the capability of the teacher to effectively inculcate learning, and for
students to gain mastery of lessons and courses
 Broadening the delivery of education outside schools through non-traditional
approaches to formal and informal learning, such as Open Universities and lifelong
learning to adult learners.
 Revolutionizing the use of technology to boost educational paradigm shifts that give
importance to student-centered and holistic learning.

ENRICHMENT

Home assignment for students to design through drawing or cut-outs from print
publications ( such as newspapers and magazines) the futuristic classroom. (Clue: laptops or
electronic computer of every student, electronic camera audio-video conversation,
teleconferencing, digital photo or video student production, etc.)

Elaborate

Learners say, we learn 83% through the use of sight, compared with less effective
ways to learn: hearing (10%), smell (4%), touch (2%) and taste (1%). In the use of visuals for
a wide range of materials (visual boards, charts, overhead transparencies, slide, computer-
generate presentations), there are basic principles of basic design.

Assess a visual material or presentation ( a transparency or slide) using the following

criteria:

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  Visual elements (picture, illustrations, graphics):
1. Lettering style or font –consistency and harmony
2. Number of lettering style –no more than 2 in a static display (chart, bulletin board)
3. Use of capitals –short titles of headline should be no more than 6 words
4. Lettering colors –easy to see and read. Use of contrast is good for emphasis
5. Lettering size –good visibility even for students at the back of the classroom
6. Spacing between letters –equal and even spacing
7. Spacing between lines –not too close as to blur at a distance
8. Number of lines –No more than 8 lines of text in each transparencies/slide
9. Appeal –unusual/catchy, two-dimensional, interactive ( use of overlays or movable
flaps)
10. Use of directional –devices (arrows, bold letters, bullets, contrasting color and size,
special placement of an item.
 Overall look: patterns of alignment, shape, balance, style, color scheme and color
appeal.
That educator are now more keenly aware of their responsibility to
deliver highest quality of education to learners. They also recognize the need
to use and integrate technology in the curriculum and the teaching-learning
process of classroom instruction. There is no doubt, however, that the concept
of educational technology is a very complex one, made more sophisticated
with the advent of what is called hypermedia or multimedia packages that
include: text, audio, graphics, image (still picture), animation, and video clip.
Today, hypermedia find an application in what is known as
Information and Communication Technology or ICT include tutorial software
packages, and others. An example is hypermedia package in Economics which
can be accessed through the Internet site WinEcon.
Everyday technology including Information and Communication
Technology, advances by leaps and bounds, thus as it advances we can be
certain that educational technology will continue to play an important role in
education. In the traditional approach to instruction, the teacher (a) presents
the lesson to the class (b) assesses the students (through oral or written tests)
and (c) moves to the next lesson.

Evaluate

1. The mastery approach appears time-consuming and difficult. Do you believe

practice and experience can overcome these difficulties?

2. How can technology help in enrichment activities?

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Lesson 4: Stakeholders in Curriculum implementation

Learning Outcome

At the end of the lesson, you should be able to:

1. Identified stakeholders of the curriculum

2. Enumerate the role of each stakeholder

Engage

Stakeholders: How they involved in curriculum implementation?

Enter in the matrix the stakeholders and identify their involvement in

Curriculum Implementation

Stakeholders Involvement

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Explain

Curriculum Stakeholders

1. Learners are at the core of the curriculum.

To what extent are the students involve in curriculum development? The old view that
students are mere recipients of the curriculum, is now changing. Learners have more
dynamic participation from the planning, designing, implanting and evaluating.
However, the degree of their involvement is dependent on their maturity. The older
they are in high school or college, the more they participate. From another angle,
whether learners are in the elementary or college level, they can make or break
curriculum implementation by their active or non-involvement. After all, learners
together with the teacher, put action to the curriculum.

At the end of the curriculum development process, the fundamental question

asked is: Have the students learned?

When some college students were asked about their role in curriculum
development, here are their answers.

Student 1: I never realize that as a student, I have a participation in curriculum

development. It is true that as students, our learning is the basis of the success or
failure of the curriculum. For example, if all of us pass the board examination, it
means that the teacher education curriculum success.

Student 2: In high school our teachers would always look into what we are learning.
The whole year round, we have varied curricular and co-curricular activities inside
the class. I think, we as students, should be considered in writing the curriculum.

Student 3: When we were in the elementary level, our lessons were very simple. But
now that we are in college, the content we learn has become complicated. I learned
that actually, our curriculum is spiral, and that the difficulty of the subject matter is
also adjusted to our maturity level.

Why do curricularists place of lot of premium on the student? It is because, the

learners make the curriculum alive. A written curriculum that does not consider the students,
will have a little chance to succeed.

2. Teachers are curricularist.

Teachers are stakeholders who plan, design, teach, implement and evaluate the
curriculum. No doubt, the most important person in curriculum implementation is the teacher.
Teachers’ influence upon learners cannot be measured. Better teachers foster better learning.
But teachers need to continue with their professional development to contribute to the success
of curriculum implementation. Teachers should have full knowledge of the program
philosophy, content and components of curriculum and ways of teaching.

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 A teacher designs, enriches and modifies the curriculum to suit the learners’
characteristics. As curriculum developers, teachers are part of textbook committees, teacher
selection, school evaluation committee or textbooks and module writers themselves.

When a curriculum has already been written, the teacher’s role is to implement like a
technician, however, teachers are reflective persons. They put their hearts into what they do.
They are very mindful that in the center of everything they do, is the learner.

Some of the roles that the teachers do in curriculum implementation are:

1. Guiding, facilitating and directing the activities of the learners;

2. Choosing the activities and the methods to be utilized;
3. Choosing the materials that are necessary for the activity;
4. Evaluating the whole implementation process, and
5. Making a decision whether to continue, modify or terminate the curriculum.

All these roles are very crucial to achieve success in the implementation. Unsuccessful
implementation may even lead to educational failure.

Let us read how the teachers are viewed as curriculum implementer.

Student: I believe my teachers know very well our curriculum. She knows what to teach and
how to teach it well. I do not miss my class every day because she guides us in all our lesson
activities. Without our teacher, I am not sure if we can learn more than what we are
achieving now.

Teacher: As a classroom teacher, it is responsibility to make my students learn. I have to

give action to the written curriculum. I have to see to it that may students are provided
experiences to learn from. I keep in my mind, how I can sustain the interest of my students by
using teaching strategies that are effective. At the end of the day, I am a curriculum
implementer.

Truly, the teacher has a great stake in the curriculum. Curriculum planning, designing
and implementing are in the hands of a good teacher. In the educational setting, it is clear that
the teacher has a very significant role in curriculum development.

3. School leaders are curriculum managers.

Principals and school heads, too, have important roles in curriculum implementation
process in schools. They should understand fully the need for change and the implementation
process. They should be ready to assist the teachers and the students in the implementation.
Communication line should be open to all concerned should the school leaders lead in
curriculum teamwork.

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Convincing the parents on the merits of the new curriculum is the job of the school heads.
They should be committed to change and should employ strategies to meet the needs of the
teachers, and learners like buildings, books, library, and other needed resources.

Let us listen to the two school heads on how, they understand their stakes on the
curriculum.

Principal: I am a principal of a big central elementary school. It is part of my function

to lead my school in any curriculum innovation. First of all, I make sure that my teachers
understand the restructuring or alteration of our school curriculum that is forthcoming. I
also call on the parents to participate in the change that will happen by keeping them
informed. I have to make sure that materials needed are available for the teachers and
student to use. I always keep in mind my role as an instructional leader.

Head Teacher: Leading a small school in a far flung barrio has its pros and cons. First,
there are few teachers to supervise and fewer teachers to supervise and fewer students to
support. As a proactive school head, I always see to it that we keep pace with the changes in
the school curriculum. While preparing for the implementation of k to 12, I realize that
change process is inevitable. My teachers have to be retrained, and their attitudes should be
changed. I am responsible in seeing to it that the curriculum is implemented as it should be
and at the end of the year, our school can show evidence that learning has taken place as
designed by the K to 12 recommended curriculum.

4. Parents

Parents are significant school partners. Besides the students, teachers and school
administrator, play an important role in curriculum implementation. When children bring
home a homework from school, some parents are unable to help. Schools need to listen to
parents’ concerns about school curriculum like textbooks, school activities, grading system
and others. Schools have one way of engaging parents’ cooperation through Brigada
Eskwela. In this event, parents’ will be able to know the situation in the school. Most parents
volunteer to help. They can also be tapped in various co-curricular activities as chaperones to
children Boy and Girl Scouting, Science camping and the like. Parents may not directly be
involved in curriculum implementation, they are formidable partners for the success of any
curriculum development endeavour.

Here are two examples of how parents think of their stake in curriculum development.

Parent: I am proud that my child goes to this school. The teachers are hardworking and the
school head is very supportive. On my part, I always cooperate with the school’s concern
that will make my child learn. I volunteer for the work where I am needed. We, parents,
support the Brigada Eskwela and other school activities. If they call on us parents, we always
answer their request. We also make suggestions on how, the parents at home can assist in the
learning of the children.

Guardian: I am a guardian. I stand as a second of my nieces and nephew. I know that as a

71
parent, I should not leave entirely to the school the responsibility of educating the child.
Although, I do not really know much of new curriculum, I welcome the changes that the
school is making. I am always ready to give support to school concerns of my wards.

How do parents help shape the curriculum in schools? Here are some observations.

 The school composed of parents who are positively involved in school activities have
better achievements are minimal, and students are highly motivated. When parents
take interest in their child’s learning, they become closer to the school.
 The home is extended school environment. In lifelong learning, the achieved learning
in schools are transferred at home. Thus, the home becomes the laboratory of
learning. Parents see to it that what children learn in school are practised at home.
They follow up lessons, they make available materials for learning and they give
permission for the participation of their children.
 In most schools, parents associations are organized. This is being encouraged in
School Based Management. In some case, this organization also includes teachers to
expand the school learning community. Many school projects and activities are
supported by this organization. This is considered as the best practice in most
performing schools.

5. Community as the Curriculum Resources and Learning Environment

“It takes the whole village to educate the child” goes the statement of former First
Lady Hillary Clinton. What do you think of this statement?

Yes, it is true that the school is in the community, hence the community is extended
school ground, a learning environment. All the barangay leader, the elders, other citizens and
residents of the community have a stake in the curriculum. It is the bigger school community
that becomes the venue of the learning. The rich natural and human resources of the
community can assist in educating the children. The community is the reflection of the
school’s influence and the school is a reflection of the community support.

6. Other Stakeholders in Curriculum Implementation and Development

Some stakeholders may not have direct influence on the school curriculum. These are
agencies and organizations that are involved in the planning, design, implementation and
evaluation of the school curriculum. To names few, the list follows.

6.1 Government Agencies

- DepEd, TESDA, CHED- trifocalized agencies that have regulatory and

mandatory authorities over the implementation of the curricula.

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 - Professional Regulation Commission (PRC) and Civil Service Commission
(CSC)- the agency that certifies and issues teacher licenses to qualify one to
teach and affirms and confirms the appoint of teachers in the public schools.

-Local Government Units (LGU) include the municipal government officials

and the barangay officials. Some of the teachers are paid through the budget of
the LGUs. They also construct school buildings, provide equipment, support
the professional development teachers and provide school supplies and books.
They are the big supporters in the implementation of a school curriculum

6.2 Non-Government Agencies

Non-Government Agencies are Organizations and foundations that have the

main function to support education. To name a few, this includes the following:

-Gawad Kalinga (GK) - to build communities means to include education. The

full support of GK in early childhood education is very significant. In each
village, a school for pre-school children and out-of-school youth have been
established.

- Synergia – an organization/foundation that supports basic education to

elevate education through Reading, Science, Mathematics and English.

- Metrobank Foundation- supports continuing teacher development programs.

- Professional Organization like Philippines Association For Teachers and

Educators (PAFTE), State Universities and Colleges Teacher Educators
Association (SUCTEA), National Organization of Science Teachers and
Educators (NOSTE), Mathematics Teachers Association of the Philippines
(MTAP) and many more.

A school curriculum, whether big or small is influence by many stakeholders. Each

one has a contribution and influence in what should replace, modify and substitute the current
curriculum. Each one has a significant mark in specific development and change process of
curriculum development.

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Evaluate

QUESTION for REFLECTION: Reflection on this question and answer below.

If all the stakeholders contribute positively in curriculum implementation, do you

think, curriculum change or development will succeed? Why? Or why not?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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Chapter 4: Evaluating the Curriculum

Module 5: Curriculum Evaluation and the Teacher

Lesson 1: What, Why and How to Evaluate a Curriculum

Learning Outcome

At the end of the lesson, you should be able to:

1. Acquired clear understanding of what curriculum evaluation

2. Explained the need to evaluate the curriculum and how its being done
3. Expanded knowledge about different curriculum evaluation models

Engage

What can I remember?

Person Evaluation/Model and Short Description

1. L.H. Bradley

2. Michael Scriven

3. Robert Stake

4. Daniel Stufflebeam

5. Ralph Tyler

Explain

Curriculum Evaluation: A process and a Tool

Do you have a clear understanding of what curriculum evaluation is all about? Is it

synonymous to assessment of learning? Analysis of the various definitions reveals that
evaluation is both a process and a tool. As a process it follows a procedure based on models
and frameworks to get to the desired results. As a tool, it will help teachers and program
implementers to judge the worth and merit of the program and innovation or curricular
change. For both process and a tool, the results of evaluation will be the basis to IMPROVE
curriculum.

75
 Let’s look at how curricularists define curriculum evaluation. Read what each of them
say.

Persons Definition
Curriculum evaluation is a process done in
Ornstein A. & order to gather data that enables one to
Hunkins, F, (1998) decide whether to accept, change, eliminate
the whole curriculum of a textbook.
Evaluation answer two questions: 1. Do
McNeil, J. (1977) planned learning opportunities, programmes,
courses and activities as developed and
organized actually produce desired results? 2.
How can a curriculum best be improved?
Evaluation is to identify the weaknesses and
Gay, L. (1985) strengths as well as problems encountered in
the implementation, to improve the
curriculum development process. It is to
determine the effectiveness of and the returns
on allocated finance.
It is a process of delineating, obtaining and
Oliva, P, (1988) providing useful information for judging
alternatives for purposes of modifying, or
eliminating the curriculum.

Reasons for Curriculum Evaluation

Why is there a need to evaluate a curriculum? The curriculum processes presented by

Tyler, Taba and others at the end of the line or cycle undergo an evaluation. All of them agree
that planning, designing and implementing are less useful unless there is evaluation. Here are
some of the specific reasons.

 Curriculum evaluation identifies the strengths and weaknesses of an existing

curriculum that will be the basis of the intended plan, design or implementation. This
is referred to as the needs assessment.
 When evaluation is done in the middle of the curriculum development, it will tell if
the designed or implemented curriculum can produce or is producing the desired
results. This is related to monitoring.
 Based on some standards, curriculum evaluation will guide whether the results have
equalled or exceeded the standards, thus can be labelled as success. This is sometimes
called terminal assessment.
 Curriculum evaluation provides information necessary for teachers, school manager,
curriculum specialist for policy recommendations that will enhance achieved learning
outcomes. This is the basis of decision making.

In curriculum evaluation, important processes were evolved such as (a.) needs assessment,
(b.) monitoring, (c.) terminal assessment and (d.) decision making.

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Curriculum Evaluation Models

Curriculum models by Ralph Tyler and Hilda Taba end with evaluation. Evaluation is
a big idea that collectively tells about the value or worth of something that was done.

How can a merit or worth of an aspect of a curriculum be determined? Curriculum

specialists have proposed an array of models which are useful for classroom teachers and
practitioners. Let us look at some of these.

1. Bradley Effectiveness Model

In 1995, L.H. Bradley wrote a hand book on Curriculum Leadership and

Development. This book provides indicators that can help measure the effectiveness of a
developed or written curriculum. For purposes of the classroom teachers, some of the
statements were simplified.

First, you have to identify what curriculum you will evaluate. Example: Elementary
Science Curriculum, Teacher Education Curriculum, Student Teaching Curriculum, Field
Study Curriculum. Then find out if the curriculum you are evaluating answers Yes or No.
Answering Yes to all the questions means, good curriculum as described by Bradley.

Bradley’s Effectiveness Model for Curriculum Development Indicators

Indicators Descriptive Questions Yes or No

 Does the curriculum reflect the format (i.e K to 12
OBE, Inquiry, etc.) that enables teachers quickly
Vertical access what is being taught in the grade/year levels
Curriculum below or above the current level? (Examples: If
Continuity you are looking at Science 5, below means Science
4 and above means, Science 6)

Horizontal  Does the curriculum provide content and

Curriculum objectives that are common to all classes of the
Continuity same grade level? (Example: All English 101 for
all 1st year college students)

Instruction  Are lesson plans/ syllabi/ course design derived

Based on from the curriculum and strategies? Are materials
Curriculum used correlated with the content, objective and
activities?

Broad  Is there evidence of involvement of the different

Involvement curriculum stakeholders in the planning, designing
and implementation and review of the curriculum?

Long Range  Is review cycle followed within the period of

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Planning planning and implementation of the curriculum?

Positive  Did the initial thoughts about the curriculum come

Human from teachers, teachers, principals, curriculum
Relations leaders and other stakeholders?

Theory-Into  Is there clarity of vision, mission, graduation

Practice outcomes, program philosophy, learning outcomes
in the curriculum?
 Are there tangible evidence to show that the
Planned internal and external publics accept the developed
Change program?
If any of the indicators is answered with a “No”, action should be made to make it yes.

2. Tyler Objectives Centered Model

Ralph Tyler in 1950 proposed a curriculum evaluation model which until now
continues to influence many curriculum assessment process. His monograph was entitled
Basic Principles of Curriculum and Instruction.

In using Tyler’s Model, the following curriculum components and processes are
identified in curriculum evaluation.

Curriculum Elements Evaluation Process Action Taken:

Yes or No
1. Objectives/Intended 1. Pre-determine intended
Learning outcomes learning outcomes or
objectives
2. Situation or Context 2. Identify the
situation/context that gives
opportunity to develop
behavior or achieve objectives
3. Evaluation 3. Select modify and construct
Instrument/ Tools evaluation instruments or
tools. Check its objectivity,
reliability and validity.
4. Utilization of tools 4. Utilize the tools to obtain
results
5. Compare the results
obtained from several
instruments before and after to
determine the change
5. Analysis of Result 5. Analyze the results obtained
to determine strength and
weaknesses. Identify possible
explanation about the reasons

78
 for the particular pattern.
6. Utilization of 6.Use the result to make the
Result necessary modifications.

Using all the steps to evaluate the curriculum and obtaining all YES answer would
mean the curriculum has PASSED the standards. Tyler’s model of evaluating the curriculum
is relatively easy to understand which many teachers can follow.

3. Daniel Stufflebeam’s Context, Input, Process Product Model (CIPP)

The CIPP Model of Curriculum Evaluation was a product of the Phi Delta Kappa
committee chaired by Daniel Stufflebeam. The model made emphasis that the result of
evaluation should provide date for decision making. There are four stages of program
operation. These include (1) CONTEXT EVALUATION, (2) INPUT EVALUATION, (3)
PROCESS EVALUATION and (4) PRODUCT EVALUATION. However, any evaluator can
only take any of the four stages as the focus of evaluation.

 Context Evaluation- assesses needs and problems in the context for decision makers
to determine the goals and objectives of the program/ curriculum.
 Input Evaluation- assesses alternative means based on the inputs for the achievement
of objectives to help decision makers to choose options for optimal means.
 Process Evaluation- monitors the processes both to ensure that the means are actually
being implemented and make necessary modifications.
 Product Evaluation- compares actual ends with intended ends and leads to a series of
recycling decisions.

For all the four stages, the six steps are suggested.

Stages of the CIPP Model Steps Taken in All the Stages

1. Context Evaluation Step 1: Identify the kind of decision to be made.

Step2: Identify the kinds of data to make that decision.

2. Input Evaluation Step 3: Collect the date needed.

Step 4: Established the criteria to determine quality of

data.
3. Process Evaluation
Step 5: Analyze data based on the criteria.

4. Product Evaluation Step 6: Organize needed information needed for

decision makers.

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4. Stake Responsive Model. Responsive model is oriented more directly to program intents.
Evaluation focuses more on the activities rather than intent or purposes.

Robert Stake (1975) recommends to the curriculum evaluator the following steps.

The curriculum evaluator follows the steps below.

Meets with stakeholders to identify their perspective and intensions

Step 1 regarding curriculum evaluation.

Draws from Step 1 documents to determine the scope of the evaluation.

Step 2

Observes the curriculum closely to identify the unintended sense of

Step 3 implementation and any deviations from announces intents.

Identifies the stated real purposes of the program and the various audiences.
Step 4
Identifies the problems of the curriculum evaluation at hand and identifies
Step 5 an evaluation design with needed data.

Step 6 Select the means needed to collect data or information.

Step 7 Implements the data collection procedure.

Step 8 Organizes the information into themes.

Step 9 Decides with stakeholders the most appropriate formats for the report.

5. Scriven Consumer Oriented Evaluation. Michael Scriven, in 1967 introduced this

evaluation among many others when education products flooded the market. Consumers of
educational products which are needed to support an implemented curriculum often use
consumer-oriented evaluation. These products are used in school which require a purchasing
decision. These products include textbooks, modules, educational technology like software
and other instructional materials. Even teachers and schools themselves nowadays write and
produce these materials for their own purposes.

Consumer-oriented evaluation uses criteria and checklist as a tool for either formative
or summative evaluation purposes. The use of criteria and checklist was proposed by Scriven
for adaptation by educational evaluators.

An example of an Instructional Material Review Form by Marvin Patterson of Florida

State University is adapted for better understanding.

Preliminary Information Recommendation

Title: __Retain for further review

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Author(s) ___Reject (Comments)
Publisher:
Copyright date:
Material Evaluator:

Use the following codes to rate the material

+ means yes or good quality -means no or poor quality

o means all right but not of good quality NA means not applicable

+ o - NA
Criteria yes all right No Not
or but not Or Applicable
good so good Poor
1. Content covers a significant portion of the course
competencies.
2. Contents are up-to-date.
3. Reading level is appropriate for most students
who will use the material.
4. Intended learning outcomes, competencies are
stated.
5. Formative and summative assessments are
included
6. Activities are varied to meet the needs of
students
7. Teacher’s guide id included with management
suggestions.
8. Materials are presented in logical order.
9. Learning outcomes, competencies and / or tasks.
10. Degree of match between learning activities and
intended learning outcomes.
11.Quality of test items and degree of match with
intended learning outcomes.
12. Quality of direction on how students will process
through the materials.
13. Quality of drawings, photographs, and/ or other
materials.
14. Overall design of learning activities for
individual instruction.
15. Quality of management procedures for teachers
(TGs)
16. Optional (List course map competencies covered
by the instructional material)

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 Using the checklist for instructional material review or evaluation may help any
curricularist make a decision as to which textbook, modules or any instructional support
material will be used, revised, modified or rejected.

A Simple Way of Curriculum Evaluation Process

For a very simple and practical way of curriculum evaluation, responding to the
following questions will provide an evaluation data for curriculum decision. Just ask the
following question and any NO answer to an item will indicate a need for a serious
curriculum evaluation process.

1. Does the curriculum emphasize learning outcomes?

2. Does the implemented curriculum require less demand?
3. Can this curriculum be applied to any particular level? (kindergarten, elementary,
secondary, tertiary levels)
4. Can the curriculum aspects be assessed as (a) written (b) taught (c) supported (d)
tested and ( e) learned
5. Does the curriculum include formative assessment?
6. Does the curriculum include summative assessment?
7. Does the curriculum provide quantitative methods of assessment?
8. Does the curriculum provide for qualitative methods of assessment?
9. Can the curriculum provide the data needed for discussion making?
10. Are the findings of evaluation available to stakeholders?

In summary, whatever models of curriculum evaluation to be used, ASCD, 1983 suggest

the following steps.

Steps in Conducting a Curriculum Evaluation

Steps What to Consider

 Curriculum Program Sponsors, Managers and
Administrators, School Heads, Participants (Teachers
1. Identifying primary and Students) Content Specialist; other stakeholders.
audiences
2. Identifying critical issues/  Outcomes (expected, desired, intended) process
problems (Implementation) Resources (Inputs)
3. Identifying data source  People (teachers, students, parents, curriculum
developers) Existing documents; Available records;
Evaluation Studies.
4. Identifying techniques for  Standardized Test, Informal test; Samples of students
collecting data. Work; Interviews; Participant Observations, Checklist,
Anecdotal records,
5. Identifying established  Standards previously set by agency (DepEd, CHED,
standards and criteria Professional Organization,
6. Identifying techniques in  Content Analysis, Process Analysis, Statistics,
data analysis Comparison, Evaluation Process
7. Preparing evaluation report  Written; Oral; Progress; Final; Summary; Descriptive,
Graphic, Evaluative and Judgemental; List of

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 Recommendations
8. Preparing modes of display  Case studies; Test Scores Summary; Testimonies; Multi
media representation; Product Display (exhibits);
Technical Report

The step are easy to follow. Begin thinking of how curriculum evaluators will proceed
in finding out if there is a need to modify, enhance or continue with the implementation of
the curriculum. After all, the main purpose of evaluation is to improve the existing condition,
so that it would benefit the students.

Evaluate:

Reflect on your current and past experiences on the different curricula you went
through from the time you entered school up to the present.

Pause for some moments and read the “I wonder if…….”, complete the sentence, “I
think……”

I wonder if……

1. my teacher have reviewed the textbooks we used in High School.

2. the instructional materials we are using now will not be used in the future.
3. What I have learned now still be relevant in the future.
4. Evaluation of a curriculum will still be a task of a teacher.
5. There is really a need to evaluate the curriculum.

Please write your answer below.

1. I wonder if………………

2. I think……………

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Lesson 2: Curriculum Evaluation Through Learning Assessment

Learning Outcome:

At the end of the lesson, you should be able to:

1. Understood how the curriculum can be evaluated by the assessment of learning
outcomes.
2. Identified the levels of learning outcomes and levels of assessment
3. Matched the levels of learning outcomes with the appropriate assessment tools.
4. Interpreted the value of assessment in terms of grades assigned.

Engage

Instruction: Give two test items that are appropriate for each level of learning
outcomes. You can choose the type of test.

1. Knowledge

2. Process

3. Understanding

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Explain

1. Achieved Learning Outcomes

Achieved learning outcomes is defined in outcomes-based education as a product of

what have been intended in the beginning of the learning process. Indicators of the learning
outcomes which are accomplished are called achieved learning outcomes. Standards and
competencies are used as the indicators and measures of these outcomes.

Our country has established the Philippines Qualification Framework (PQF) as a

standard which will be aligned to the ASEAN Reference Qualification Framework (ARQF)
for the compatibility of the learning outcomes at the different levels of educational ladder.
The PQF is shown in the diagram below:
Source: Department of Education

PHL QUALIFICATION FRAMEWORK

BASIC ED TESDA HIGHER EDUCATION L

DOCTORAL AND I
L8 POST DOCTORAL F
L7 POST- E
BACCALAUREATE
L6 L
BACCALAUREATE
L5 O
L4 DIPLOMA N
G
L3 NC IV
L
L2 NC III E
L1 A
G12 NC II
G10- R
NC I
N
I
PATHWAYS AND EQUIVALENCY N
G

The Philippine Educational System is divided into eight levels. In each level, the
learners are expected to achieve specific standards and competencies of the learning
outcomes. The eight levels of complexity of learning outcomes are based on the three
domains.

 Knowledge, Skills and Values

 Application

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  Responsibility-degree of independence

After finishing Grade 11, the learner must have achieved Level 1 of the learning
outcomes, Grade 12, the level of complexity of learning outcomes achieved is labelled
as Level 2. Using the three domains these are described in the matrix below.

Domains Level 1 (Grade11) Level 2 (Grade 12)

Competencies Competencies
-Possess foundational -Possess functional
Knowledge, Skills and knowledge across learning knowledge across range of
Values areas with core learning areas and
competencies in technical skills in chosen
communication, scientific, career tracks with
critical and creative advanced competencies in
thinking, and use of communication, scientific,
technologies. critical, and creative
-Have an understanding of thinking; and use of
right and wrong; one’s technologies.
history and cultural -Have understanding of
heritage; and deep respect right and wrong; one’s
for self, others and their history and cultural
culture and environment. heritage; and deep respect
for self, others and their
culture, and the
environment.
Application -Apply foundational -Apply functional
knowledge, skills and knowledge, technical skills
values in academic and and values in academic and
real life situations through real life situations through
sound reasoning, informed sound reasoning, informed
decision- making and decision-making, and the
judicious use of resources judicious use of making
resources.
Degree of Independence -Apply skills in limited -Apply skills in varied
situations with close situations with minimal
supervision. supervision.

The degree programs for tertiary education are issued by the Commission on Higher
Education (CHED). There are three levels of competency domains for the baccalaureate,
master’s and doctorate degrees.

Domains Baccalaureate Master’s Degree Doctorate Degree

Degree Competencies PQF7 Competencies PQF8
Competencies PQF6
Knowledge, Skills, Broad and coherent Broad, deep, specific Generates new
Values knowledge in the knowledge in the knowledge, skills
field discipline field of discipline with established
values in the
discipline

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Application Apply in professional Apply in professional Apply in professional
work and research. work an research. work and research as
a leader and initiator.
Degree of Independent or in Independent Highly independent,
Independence teams leads and initiates.

As mentioned earlier, the PQF is the Philippines Framework which is comparable to

the ten member countries of the ASEAN. These countries are Malaysia, Indonesia, Brunie
Darrussalam, Philippines, Singapore, Thailand, Cambodia, Myanmar, Lao PDR and Vietnam.
Each country’s national framework shall be referenced to the ASEAN Reference
Qualification Framework (ARQF), ARQF is a tool or device that enables comparisons of
qualifications across ASEAN member states. It address education and training that promote
lifelong learning. (Coles, M and Bateman, A. Undated).

Knowledge, Process, Understanding, Performance (KPUP)- Levels of Learning

Outcomes

Knowledge, Process, Understanding, Performance reflect different learning outcomes

that are arranged in hierarchy or complexity. Knowledge being the basic level of learning
outcomes and Performance being the advanced level of learning outcomes.

Let us look at how these learning outcomes are calibrated. Later on we will find
examples on how each level is assessed.

Learning Description of Learning Outcomes Guide Question for Teacher

1. What do you want your
student to know in terms of
facts, concept, procedure and
Level 1 KNOWLEDGE- factual knowledge; multiple thinking? i.e parts of
conceptual knowledge, metacognition the body; the sky is blue,
how to dissect a frog;
describing a typhoon from
different views.
2. What do you want your
PROCESS- skills that the students use student to do, with what they
Level 2 based on facts and information for making know? i.e identify the parts
meaning and understanding. of the frogs body after
dissecting it.
3. What do you want students
UNDERSTANDING- big ideas or concepts to understand? i.e How do
Level 3 the elements of whether
interact to produce climate
change?
4. Can you place in a
portfolio all the evidence to
PRODUCT/PERFORMANCE- What show your learning outcome?
Level 4 products (material, tangible) or 5. Can you create a one act
performance (oral, visual, written, etc.) as play showing the principles

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 evidence of learning? i.e portfolio, in dramatization?
paintings, drama, research projects, etc.) 6. Present a research report
on conversation of
indigenous plants.

Assessment Tools for Each Level of Learning Outcomes

Knowledge, Process, Understanding (KPU) Learning Outcomes

Knowledge, process, and understanding are learning outcomes. Students who can
show that they have gained knowledge, can apply such knowledge and have achieved several
meaning on the particular knowledge have achieved the learning outcomes. The three types
of learning outcomes and on the different levels can be assessed in many ways with the use of
appropriate tools.

Types of Test to Measure Knowledge, Process and Understanding

1. Objective Tests. Tests that require only one and one correct answer. It is difficult to
construct but easy to check.

1.1 Pencil-and-Paper Test. As the name suggests, the test is written on paper and
requires a pencil too write. However, with the modern times, a pencil-and-paper test can also
be translated to an electronic version, which makes the test “paperless.”

1.0.1 Simple Recall. This is the most common tool to measure knowledge. There are
varieties of Simple Recall Test, to include:

 Fill in the Blanks

 Enumeration
 Identification
 Simple recall

1.1.2 Alternative Response Test. This is the type of pencil and pencil test, where two
options or choices are provided The items can be stated in a question or a statement form
Examples of this are:

 True or False-Example: The Philippines population has reached one million

 Yes or No- Example: Has the Philippines population reached one million?

1.1.3. Multiple Choice Test. This is the type identified as the most versatile test type because
it can measure a variety of learning outcomes. It consist of a problem and a list of suggested
solutions. The incomplete statement, or direct question is called the STEM. The list of
suggested solutions in words, numbers, symbols or phrases are called ALTERNATIVE,
OPTIONS or CHOICES. There should be three to five options in each item. The correct
alternative is called the ANSWER while the remaining options or choices are called
DISTRACTERS, DISTRACTORS, or DECOYS. Some multiple choice items are presented
with a STIMULUS MATERIAL.

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  Correct answer Type. Other alternatives are clearly wrong and only one is the correct
answer. This can be constructed in either direct question or completion of the
sentence.
Example:
Direct Question:
What is NOT a member of ASEAN 2015 Economic Community?
A. Vietnam C. Malaysia
B. Korea D. Philippines

Incomplete Sentence:

A country in Southeast Asia which is not a member of the ASEAN 2015 economic
community is

A. Vietnam C. Malaysia

B. Korea D. Philippines

 Best Answer Type. All the alternatives are correct but only one is the best.

Direct Question:

What do progressive educators consider as the most important factor in the teaching-learning
process?

A. Teacher C. Books

B. Learner D. Principal

1.1.4 Matching Type Test. The most common matching type test is made up of two parallel
columns, the first column (A) is the premise that presents the problem, and the second
column (B) provides the answer. There are many modified matching types as well.

Matching type test is useful in measuring factual information as well as relationships

between two things, ideas or concepts. It reduce guessing to the minimum as compared to
alternative response test. Some of the relationships that can be matched are found in the
matrix below:

Relationships That Can Be Used in Matching Type Tests

Persons Achievements
Dates Historical Events
Terms Definitions
Principles Illustrations
Parts Functions
Machines Uses
Diseases Causes

1.2.4.1. Perfect Matching Type. The number of premises in Column A is less than the
number of responses in Column B. The response can only be used once.

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Example:

In Column A are popular descriptions of Presidents during their term of office. Match then
with the names of Philippines Presidents in Column B.

Column A (Premise) Column B (Responses)

1. Ramon Magsaysay A. Man of the Masses

2. Carlos P. Garcia B. People Power President

3. Corazon Aquino C. Filipino First Policy

D. Champion of First Land Reform Law

1.2.4.2. Imperfect Matching Type. The number of premises in Column A is not equal to the
number of the responses in Column B, or the other way around. The response or the premise
can be used more than once.

Example:

In column A are names of well-known curriculum evaluators. Match them with the
evaluation models they have been identified with in Column B. You can use the letter once or
more than once.

Column A (Premise) Column B (Responses)

1. Consumer Oriented Model A. Michael Scriven

2. Responsive Model B. Daniel Stufflebeam

3. CIIP Model C. Robert Stake

4. Goal Free Model D. Ralph Tyler

5. Phi Delta Kappa Model

1.2 Subjective Test. Learning outcomes which indicate learner’s ability to originate, and
express ideas is difficult to test through objective type test. Hence in subjective type test,
answer through reflections, insights, and opinion can be through essay.

1.2.1 Essay test items allow students freedom of response. Students are free to select,
relate and present ideas in their own words. The type of answers would reflect the
extent of the learner’s knowledge of the subject matter, ability to use higher order
thinking skills and express ideas in an accurate creative and appropriate language.

1.2.1.1 Restricted Response Item. This is like an expanded form of short answer
type objective test. There is a limit on both the content scope and the form of student
response. It is most useful in measuring learning outcomes that require the
interpretation and application of data in a specific area.

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 Examples:

1. What are the main body parts of plant? Describe each part.

2. Why is the barometer one of the most useful instruments to forecast the
weather? Explain in one photograph.

1.2.1.2 Extended Response Item. The student is generally free to select any actual
information that can help in organizing the response. The contents of an extended easy will
depend on the analysis, synthesis, evaluation and other higher order thinking skills of the test
takers.

Example:

1. Evaluate the significance of the result of national referendum of Scotland to the

global peace condition.

2. What can you say about NATO’s position on the ISIS?

3. Comment on the term “new normal” that refers to the environmental condition and
climate change.

Types of Essay that Measure Complex Learning Outcome

Type of Essay Test Item Examples of Complex Learning Outcomes that

can be Measured
Restricted Response Essay Items Ability to:
 Explain cause-effect relationships
 Describe application of principles
 Formulate valid conclusion
 Enumerate and explain
 Explain methods and procedure
Extended Response Essay Items Ability to:
 Organize ideas
 Integrate learning
 Design an experiment
 Evaluate the worth of ideas

Assessment Tools to Measure Authentic Learning Performance and Products (KPUP)

Level IV of the learning outcomes in KPUP can be assessed through Performance or

Product. These learning outcomes can best be done through the use of authentic evaluation.
Authentic evaluation is a test that measures real life tasks, performances and actual products.
The most common of the authentic assessments are the performance assessment and the use
of portfolio.

Performance Assessment Tools

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1. Checklist is a tool that consist of a list of qualities that are expected to be observed as
present or absent. The presence is to be marked check (/) and the absence is marked X.

Example: Checklist on the use of microscope (10 points)

Instruction: Observe the student in a laboratory activity with the use of microscope.
Check (/) the items which you have seen, which were done appropriately and mark (X) items
which were not appropriately done.

____1. Wipes the slide with lens paper.

____2.Places drop or two of culture on the slide.

____3. Adds few drops of water

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 ____4. Places slides on the stage

____5. Turns to low power lens

____6. Looks through eyepiece with one eye

____ 7. Adjust mirror

_____8. Turns high power lens

_____9. Adjust for maximum enlargement and resolution

_____ 10. Records result

2. Dating Scale is a tool that uses a scale in a number in a number line as a basis to estimate
the numerical value of a performance or a product. The value is easier to score if the points
are in whole numbers. The most popular rating scale is called Likert Scale.

Example: Rating Scale for Science Project (name/title)

Instruction: on a scale of 1 to 10, with 1 as the lowest, and 10 as the highest score,
rate the projects on the following elements. Circle the choice of your answer.

1. Have clear purpose/s 1 2 3 4 5 6 7 8 9 10

2. Are relevant to environmental problem 1 2 3 4 5 6 7 8 9 10

3. Use local materials 1 2 3 4 5 6 7 8 9 10

4. Show collaborative work 1 2 3 4 5 6 7 8 9 10

5. Create an overall impact to humanity 1 2 3 4 5 6 7 8 9 10

3. Rubrics for Portfolio. A portfolio is a compilation of the experiences as authentic learning

outcomes presented with evidence and reflection. To assess the total learning experiences as
presented in a wholistic package, an assessment tool called a RUBRIC is utilized.

Example:

Suggested Rubric for a Field Study Course Portfolio

Descriptive and Numeric

Criteria 1 2 3 4 5

Contents of Less that Less that Has 60-74% Has 75-89% Has 90-100%
the Portfolio 40% needed 59% of the of the needed of the needed entries
entries needed content intended
content content

Objectives Most Intended Intended Intended Intended

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 of the intended learning learning learning learning
Portfolio learning outcomes outcomes are outcomes are outcomes are
outcomes are are SMART SMART but SMART, and SMART and
NOT but cover cover less cover a least cover the
SMART and only less than 75% of 75% of the whole course
cover only than 75% of the course. course.
minimum the course.

Quality of Few entries Some Entries are of Entries are of Entries are
Entries are capable entries are better quality, better quality, best quality,
quality, not acceptable many are well many are well well selected
well quality, well selected and selected and and
selected, selected and substantial substantial. substantial.
very substantial
minimal
substance

Presentation Not creative, Minimal Creative, neat Creative, neat Creative ,

of Entries in disarray, creativity, and an and has strong neat, very
less impact, neat but average impact/appeal. strong
no appeal with impact/appeal. appeal/impact.
minimal
impact

Promptness Submitted Submitted Submitted on Submitted on Submitted

after the 30 11-30 days schedule schedule ahead of
days after after schedule
the deadline schedule

Levels of Assessment for the Levels of Learning Outcomes

Levels of assessment described levels of the learning outcomes which are (1)
Knowledge, (2) Process or Skills, (3) Understanding (4) Products or Performance. The levels
of learning outcomes are also used to describe the levels of assessment. Through the DepEd
Order 73,s.2012 levels of learning outcomes are also the levels of assessment. In other words,
the levels of assessment follow also the levels of thinking skills from lower level to higher
level.

Levels of Learning What to Test/Assess Type of Percentage

Outcomes/Assessment Assessment Value in
Assessment

Level 1- Knowledge Who, What, When, How, Pencil & Paper/

Why Non paper and

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 Pencil 15%

Level 2- Process Skills Constructed meaning from Pencil & Paper/ 25%
knowledge Non paper and
Pencil

Level 3- Understanding Explanations,

Interpretations,
Applications, Empathy, Pencil and Paper 30%
Perspective and Self
Knowledge. Big ideas,
principles and generalization

Level 4- Products/ Transfer of understanding to Checklist/Rating

Performance life situations as Products, or Scale
Performance 30%

Total 100%

Placing Value to the Assessment Results from KPUP.

The four levels may be employed in the formative assessment but the results is not
recorded. It will just tell how the students are progressing. On the other hand, KPUP format is
required for summative assessment which are recorded for grading purposes. The computed
value of the four levels of assessment will be described according the value of the composite
scores of the students.

The interval scale of computed four levels learning outcomes are given Level of
Proficiency Description. This interpretation is used for all the learning areas or subjects in
basic education.

Level of Proficiency Description Composite Score In Summative (Grade) in %

Beginning 74 and below
Developing 75-79
Approaching Proficiency 80-84
Proficient 85-89
Advanced 90 and above

Placing Value to the Assessment Results in the New Grading

System (DepEd Order 8, s. 2015)

While the KPUP is still utilized in the new grading system, it is important to know
that DepEd Order 8, has modified the grading system as follows:

Grades at the End of the Quarter or Grading Period

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 Kindergarten: Use of checklist, anecdotal records and portfolios are used instead of
numerical grades which are based on Kindergarten Curriculum Guides.
 Grade 1 to 12: The following guidelines should be followed:
1. Learners are graded on three components every quarter: (A) Written Work, (B)
Performance Tasks (C) Quarterly Tests.
2. These components are given specific weights that vary.

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Table 3 Weighted Components for Grade 1 to 10.

Grade Level Components

Lang.,AP,EsP Science/Math Mapeh/EPP/TLE
Written work 30% 40% 20%
Grade 1 to 10 Performance Task 50% 40% 60%
Quarterly Exam 20% 20% 20%
Total 100% 100% 100%

3. All grades are based on the weighted raw score of learners’ summative assessment.

4. The minimum grade needed is 60 which when transmuted based on the table is
equivalent to 75 in the report card

Note:

1. Written Work may include item in Level 1- Knowledge and Level 3-

Understanding in the KPUP.

2. Performance Task may include items in Level 2- Process Skills and Level 4-
Products/Performance of the KPUP.

3. Quarterly exam may include of Levels 1 to 4.

How are Grades computed at the end of the School Year

 For Kindergarten: Checklist, anecdotal records and portfolios are presented to the
parents at the quarter for discussion.
 For Grades 1 to 10:
1. The average of the quarter grades produce the end of the year grade.
2. The general average is computed by dividing the sum of all final grades by the total
number of learning areas. Each learning area has equal weight,
 For Grade 11 and 12:
1. The average of the Quarterly Grade produces the semestral grade.
2. The General Average is computed by dividing the sum of all semestral Final
Grades by the Total Number of Learning Areas.

Reporting summative Grade by Quarter and Summative Grade at the End of the Year

This modifies the previous descriptions of the performance in the KPUP. The values
and descriptors are reported to parents every quarter, and at the end of the year.

Table 4 Grading Scale

Grading Scale (based on Transmuted Value) Descriptor

90-100 Outstanding
85-89 Very Satisfactory

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 80-84 Satisfactory
75-79 Fairly Satisfactory
Below 75 Did not meet expectations

Evaluation

Reflect on the questions:

“Does the result of a periodical test reflect evaluation of a curriculum? Why?

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Lesson 3: Planning, Implementing, and Evaluating Understanding the Connection

Learning Outcome:

At the end of the lesson, you should be able to:

1. Explain the connection of planning to implementing in curriculum development
2. Explain the connection of implementing to evaluating in curriculum development
3. Explain the connection of evaluating to planning in curriculum development
4. Understand the connections between planning and implementing and evaluating in the
curriculum process.

Engage

What is the connection between the planning and implementing and evaluating in the
curriculum process?

Explain

The Evaluation Cycle: The Connections

Evaluat- Planning
ing

Implementing

Planning, Implementing and Assessing are three possesses in curriculum development

that are taken separately but are connected to each other. The cycle continues as each is
embedded in a dynamic change that happens in curriculum development.

Key idea: Planning is an initial step in curriculum development.

Planning

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 Planning is an initial process in curriculum development. It includes determining the
needs through an assessment. Needs would include those of the learners, the teachers, the
community and society as these relate to curriculum. After the needs have been identified, the
intended outcomes are set. Intended outcomes should be smart, specific, measurable,
attainable, with result, and with in the frame of time. Intended outcomes should be doable,
achievable and desired. After establishing these, then a curricularist should find out in
planning the ways of achieving the desired outcomes. These are ways and means, and the
strategies to achieve outcomes. Together with the methods and strategies are the
identification of support materials. All of these should be written, and should include the
means of evaluation.

An example of a curriculum plan is a lesson plan. It is a written document. Many

planners would say: “A good is half of the work done.” So, in curriculum development a
well-written plan ensures a successful implementation.

The end product of planning is a document. Some outputs of curriculum planning are
lesson plans, unit plan, syllabus, course design, modules, books, instructional guides, or even
a new science curriculum plan.

Key Idea: Implementation continues after planning.

Implementing

What should be implemented? The planned curriculum which was written should be
implemented. It has to be put into action or used by a curriculum implementor who is the
teacher. Curriculum plans should not remain as a written document. It will become useless.

A curriculum planner can also be a curriculum implementor. In fact, a curriculum

planner who implements the curriculum must have a full grasp of what is to be done. This is
an important role of the teacher.

With a well-written curriculum plan, a teacher can execute this with the help of
instructional materials, equipment, resource materials and enough time. The curriculum
implementor must also see to it that the plan which serves as a guide is executed correctly.
The skill and the ability of the teacher to impart guide learning are necessary in the

100
curriculum implementation. It is necessary that the end in view or the intended outcomes will
be achieved in the implementation.

Key Idea: Evaluation follows implementation

Evaluat-
ing

The focus of this chapter is evaluation after planning, and implementation was done.
It is very necessary to find out at this point, if the planned or written curriculum was
implemented successfully and desired learning outcomes were achieved.

Curriculum evaluation as a big may follow evaluation models which can be used for
programs and projects. These models discussed in the previous lesson guide the process and
the corresponding tools that will be used to measure outcomes.

However, when used for assessment of learning, which is also evaluation, more
attention is given to levels of assessment for the levels of learning outcomes as defined by the
Department of Education, The use of the description for the proficiency the learner is
described by the qualified values of the weighted test scores in a interval scale.

Key Idea: What has been planned, should be implemented and what has been implemented
should be evaluated.

Finally the PIE. The cyclical flow of the three processes in curriculum development is
very easy to remember and follow. As a curriculist, these guiding ideas clarify our
understanding that one cannot assess what was ot taught, nor implement what was not
planned. PLAN then IMPLEMENTED then EVALUATE and the next cycle begins.

Evaluate

“Is the teacher’s life a series of planning, implementing, and evaluating? Will this improve
teaching? Why?

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Chapter 5: Curriculum Development Reforms and Enhancement

Module 6: Gearing Up for the Future: Curriculum Reforms

Lesson 1: The Enhanced Basic Education Act of 2013 (K to 12)

Learning Outcome

At the end of this lesson, you should be able to:

1. Gain comprehensive understanding of K to 12 Basic Education Curriculum reform

Engage

Give 5 suggestions on how to improve the K to 12 curriculum implementation.

Explain

Curriculum designers need to enhance the recommended curriculum and propose

curricular innovations to respond to the changing landscape in education regionally and
globally. Are you aware of some curricular reforms in the Philippines and other countries?
Inside the globe are curricular innovations. (Refer to the Globe on page 137. Are they
familiar to you?

Republic Act 10533, otherwise known as the Enhanced Basic Education Act of 2013,
is the latest educational reform in Philippine Education signed into law by President Benigno
Aquino III last May 15, 2013. It is an act enhancing the Philippine Basic Education system by
strengthening its curriculum and increasing the number of years for basic education
appropriating funds therefore and for other purposes. The Enhanced basic Education Act of
2013 popularly known as K to 12 includes one (1) year of kindergarten education, six (6)
years of secondary education. The six-year secondary education includes four (4) years of
junior high school and two (2) years of senior high school. With K to 12, the existing 10
years of basic education is increased to 12 years with Kindergarten education as a
prerequisite to entry in Grade 1.

Why K to 12?

K to 12 makes the Philippines education system at par with the international standard
of 12-year basic education thereby contributing to a better educated society capable of
pursuing productive employment, entrepreneurship, or higher education studies. After going
through kindergarten, elementary, junior high and specialized senior high school program,
every K to 12 graduate is ready to go into different paths—higher education, middle level
skills development, employment, or entrepreneurship. The K to 12 graduates are also
expected to be equipped with 21st century skills like information, media and technology
skills, learning and innovation skills, effective communication skills, and life and career
skills.

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 When K to 12 was launched in 2012, many Filipinos were apprehensive because of
the addition of two (2) more years in secondary schooling. Some said, the additional two
years are added burden for the average Filipino family. Others said, the K to 12 programmed
is doomed to fail since it does not address the basic problems in education like lack of
classrooms, chairs, books, teachers, quality teaching and many more. Amidst criticisms, the
Department of Education pushed for the K to 12 implementation. What could be the reason?

Let’s consider these existing realities in Philippine education that became the bases of
the K to 12 implementation:

1. Mastery of basic competencies is insufficient due to congested curriculum

The table below presents the national achievement test results of 4th year
students in Mathematics and Science. In 2005-2006 Mathematics results, only 15% of the
students acquired mastery of the Mathematics competencies while majority (59.09%) of the
high school students belonged to the low mastery level. The achievement results in Science
was even more discouraging since only 3% of the 4th year high school students in 2005-2006
mastered the Science processes and skills. Majority belonged to the low mastery category and
a few were in the near mastery level.

Comparative Achievement Levels in Comparative Achievement

Mathematics Levels in Science
Achieveme Achieveme
nt Level nt Level

SY % SY & SY % SY &
2004- 2005- 2004- 2005-
2005 2006 2005 2006

Mastery 168,371 16.41 149,922 15.21 Mastery 17,921 1.75 29,479 2.99
% % % %

Near 321,305 31.31 253,396 25.71 Near 246,20 23.99 196,93 19.89
Mastery % % Mastery 7 % 8 %

Low 536,439 52.28 582,436 59.09 Low 761,98 74.26 759,33 77.03
Mastery % % Mastery 7 % 7 %

TOTAL 1,026,11 100.00 985,754 100.01 TOTAL 1,026, 100% 985, 100%
5 % % 115 754

National Achievement Test-Fourth Year (SY 2004-2006)

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Source: www.deped.gov.ph

In international examinations, the Philippines performed poorly as revealed in 2003

TIMSS (Trends in International Mathematics and Science) scores. In Grade IV Science and
Math, the Philippines ranked 23 out of 25 participating countries. In High School II Science,
the Philippines ranked 43 out of 46 and in Math ranked 34 out of 38. Even with only the
science high schools participating in the advanced Mathematics category in 2008 TIMMS,
the country’s ranking did not improve. In fact, it ranked the lowest (10) among ten
participating countries.

One of the factors that contribute to the low performance in achievement tests is the
congested basic education curriculum. What other countries teach in twelve (12) years the
Philippines teach only in ten (10) years. The ten (10) years would not be enough to master the
competencies. Adding two years would make possible the decongestion of the curriculum for
comprehensive acquisition of basic competencies and the 21st century skills.

2. The Philippines is only remaining country in Asia with a 10 – year basic education
program.

The Philippines is the only country in Asia that has a ten –year basic education
program. The short duration of the basic education program also puts millions of overseas
Filipino workers, especially the professionals, and those who intend to study abroad at a
disadvantage. Graduates of Philippines schools are not automatically recognized as
professionals outside the country due the lack of two years in basic education. Bologna
Accord imposes twelve (12) years of education for university admission and practice of
profession in European countries. Washington Accord prescribes Twelve (12) years basic
education as an entry to recognition of engineering professionals.

With K to 12, Filipino professionals would have the same competitive edge with
professionals in other countries having gone through 12 years of basic education.

By the way, the recommendation to improve and to lengthen the short basic education
in the Philippines has been given since 1925. As one of the most well studied reforms,
recommendations of either adding or restoring 7th grade or adding extra year to basic
education have been put forward. (See Table 3).

Table 5. Researches on Philippine Basic Education Curriculum and their Recommendations

Yea Source Recommendation

r
Training of graduate student in agriculture, commerce, and
1925 Monroe Survey industry because secondary education did not prepare students
for life.

1949 UNESCO Mission Restoration of Grade VII in primary education

Survey

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1950 Swanson Survey

1953 Education act Revising the Primary school system by adding one year (Grade
VII)
Restoring grade 7 in primary Education
1960 Swanson Survey
Extending secondary education by one year t better prepare
1970 PCSPE students who have no plans to take up university education.
Retaining the 10-year basic education phase while
1991 EDCOM Report institutionalizing career counselling in Primary and secondary
schools in preparation for higher education
Prioritizing student learning through curricular reforms, the
1998 Philippine Education provision of textbooks, the use of vernacular in lower Primary
Sector Study (Word grades, and the institution of a longer basic education
Bank and ADB)
Implementing a compulsory one-year pre-baccalaureate stage as
2000 PCER prerequisite for students interested in enrolling in higher
education degree programs.
Lengthening the educational cycle by adding two years to formal
2006 Philippine EFA 2015 basic education (one each for Primary and High school)
National Action Plan
Extending pre-university education to a total of 12 years,
2008 Presidential Task benchmarking the content of the eleventh and twelfth years with
Force international programs
On Education
Employability of Filipino high school graduates

The K to 12 Curriculum prepares the students for the world of work, middle level
skills development, entrepreneurship and college education. As early as Grade 7 and Grade ,
the student is made to explore at least 8 subjects in the four (4) areas of Technology and
Livelihood Education (TLE) namely: Home Economics, ICT, Industrial Arts and Agriculture
and Fishery Arts. In Grade 10 and Grade 12, the student is supposed to have obtained a
National Certificate (NC) Level 1 and NC Level II from TESDA. NC I and NC II make a
Grade 12 graduate employable.

The short duration of basic education in the Philippines resulted to 15 year old
graduates who are not legally employable. With the implementation of the K to 12, the
graduates of senior high is 18 years old who is legally employable.

The K to 12 curriculum

Section 5 of the Enhanced Basic Education Act of 2013, stipulates the following
curricular standards which the curriculum developers adhered to in crafting the K to 12
curriculum:

(a) The curriculum shall be learner-centered, inclusive and developmentally

appropriate;

105
 (b) The curriculum shall be relevant, responsive and research-based;

(c) The curriculum shall be culture-sensitive;

(d) The curriculum shall be contextualized and global;

(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-
based, reflective, collaborative and integrative

(f) The curriculum shall adhere to the principles and framework of Mother Tongue-
Based Multilingual Education (MTB-MLE) which starts from where the learners are
and from what they already knew proceeding from the known to the unknown;
instructional materials and capable teachers to implement the MTB-MLE curriculum
shall be available;

(g)The curriculum shall use the spiral progression approach to ensure mastery of
knowledge and skills after each level; and

(h) The curriculum shall be flexible enough to enable and allow schools to localize,
indigenize and enhance the same based on their respective educational and social
contexts. The production and development of locally produced teaching materials
shall be encouraged and approval of these materials shall devolve to the regional and
division education units.

Curriculum Tracks

The student after undergoing Senior High School can choose among four tracks:
Academic; Technical-Vocational-Livelihood; and Sports track and Arts and design track.
The academic track includes four strands: Business, Accountancy, Management (BAM);
Humanities and Social Sciences (HUMMS); Science, Technology, Engineering, Mathematics
(STEM); and General Academic Strand (GAS).

Core Curriculum

Below do the learning areas comprise the core curriculum. The description is based on
DepEd Memo 13 s 2013.

NOMENCLATURE/ DESCRIPTION
LEARNING AREA
Grade 1to 6 Grade 7 to 10

106
Integrated It focuses on the development Ang Filipino ay naglalayog
Language Arts of literacy and numeracy skills malinang ang (1) kakayahang
Mother and learning of concepts first in komunikatbo at (2) kahusayan sa
Tongue the Mother Tongue from pag-unawa at pagpapahalagang
Filipino Grades 1-3 and later transfer to pampanitikan ng mga mag-aaral.
English second language (Filipino and Lilinangin ang makrong
English). The macro skills- kasanayan (pakikinig, pagsasalita,
learning, speaking, reading, pag-basa, pagsulat at panonood)
writing and viewing spiral sa tulong ng iba’t ibang dulog aaat
across grade levels and across pamamaran tulad ng
languages. The ultimate goal is Komunikatibong Pagtuturo ng
communicative competence Wika (KPW), Pagtuturong Batay
both oral and written in three sa Nilalaman (PBL) ng iba’t ibang
languages. akdang pampanitikan at
Pagsasanib ng Gramatika sa
Tulong ng iba’t ibang Teksto
(PGRT), at isinasalang-alang din
ang pagsasanib ng mga
pagpapahalagang pangkatauhan
sap g-aaral at pag-susuri ng oba’t
ibang akdang pampanitikan.

Science Science education aims to This course deals with the basic
develop scientific literacy concepts in Biology, Chemistry,
among students that will Physics and Earth/Space Science.
prepare them to be informed Every quarter presents the
and participative citizens who different science disciplines
are able to make judgements across grade levels in increasing
and decisions regarding complexity. The course is focused
applications of scientific on the development of awareness
knowledge that may have and understanding of practical
social, health, or environmental everyday problems that affect the
impacts. The science learners’ lives and those around
curriculum recognizes the them.
place of science and
technology in everyday human
affairs. It integrates science and
technology in the civic,
personal, social, economic, and
the values and ethical aspects
of life. The science curriculum
promotes a strong link between
science and technology,
including indigenous

107
 technology, keeping our
country’s cultural uniqueness
and peculiaritie

Mathematics Elementary mathematics It includes key concepts and

covers basic concepts and principle of number sense,
ideas, skills and processes on measurement, algebra, geometry,
numbers and number sense- probability and statistics as
goemetry, measurement, applied, using appropriate
patterns and algebra, technology, in critical thinking,
probability and statistics as problem solving, reasoning,
enlist, using appropriate communicating, making
technology in critical thinking, connections, representations and
problem solving, reasoning, decisions in real life.
communicating, making
connections representations
decision in real life.

Araling Panlipunan Ito ay asignatura na nagtuturo Ang asignaturang ito ay

ng mga konsepto sa naglalayong tumalakay sa
pananagutang pansarili, kasaysayan ng Pilipinas gamit ang
pamilya, kapwa, bansa/ daigdig sipi ng mga piling primaryang
at diyos; pananagutan para sa sanggunian mula sa iba’t ibang
kabutihang panlahat upang panahon at uri; at magpamalas ng
mamuhay nang may kaayusan, malalim sa pag-unawa sa mga
katiwasayan, kaunlaran tungo pangunahing kaisipan at mga
sa kaligayahan ng tao napapanahong isyu sa pag-aaral
ng kasaysayan, pamahalaan,
kultura at lipunan ng mga
rehiyong Asyano; kasaysayang
pandaigdig at napapanahong
isyu; sa ekonomiks at
pambansang pag-unlad.

Edukasyong Edukasyong Pantahanan at Edukasyong Pantahanan at

Pantahanan at Pangkabuhayan develops Pangkabuhayan develops
Pangkabuhayan knowledge, skills, values and knowledge, skills, values and
(EPP)/technology and attitude in Agriculture attitude in Agriculture
Livelihood Education Entrepreneurship and Entrepreneurship and Information
Information Communication Communication Technology
Technology (ICT), Home (ICT), Home Economics and
Economics and Industrial Arts industrial Arts than can help
than can help improve self, improve self, family and
family and community life community life considering
considering sustainable

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 development. sustainable development.

Music, Art, Physical The Music Program focuses This learning area covers four (4)
Education and on the learner as the recipients major components namely:
Health (MAPEH) of the knowledge , skills, and Music, Art, Physical Education
value necessary for artistic and Health.
expression and cultural
literacy. The curriculum design  Music and Arts deal with
is student-centered, based on the study of man’s
spiral progression, and aesthetic expressions
grounded in performance-based through the sounds
learning. Thus, the learner is (music) and visual (art)
empowered, through active mirroring the sentiments
involvement and participation, and ideas of society and
to effectively correlate music culture, and distributing to
and art to the development of the development of
his/her own cultural identity individual and collective
and expand his/her vision of identity. It is designed to
the word. be student-centered, based
on spiral progression, and
The Art Program provides our grounded in performance-
Filipino learners with art based learning focused on
experiences that include appreciation and
recognizing, creating, application where basic
appreciating, and critiquing fundamentals are further
their own artistic works and the reinforced. The program
works of others. From design empowers the
Kindergarten, art instruction learners to effectively
begins with creative correlate Music and Art to
exploration of art materials, the study of Philippine
concepts and processes found Culture, as influenced by
in the Philippines and other history, the culture of its
countries. It continues to neighbors, and the effects
develop the student’s of globalization and the
imagination and individual advancement of
expression, and inquiry into the information technology.
aesthetic qualities of his work,  Each strand is sequentially
the work of others, artists of developed across grade
the past and present, from the levels including activities
Philippines and from other that are varied and age-
parts of the word. It culminates appropriate to address the
in seeing the connection of art needs an interest of each.
to other areas of study and  Physical Education and
exposure to various art-related Health promote the

109
activities and careers. development of active and
a healthy lifestyle.
The Physical Education Physical Education
Program is anchored on the focuses on five strands
tenet “Move to Learn and namely: body
Learn to Move” with ultimate management, movements
goal of achieving lifelong skills, games and sports,
fitness. It shall contribute to the rhythm and dance and
development of fitness, health physical fitness. Each
and wellness among school-age strand is sequentially
students as provided in the developed across grade
program’s rich and challenging levels including activities
physical activity experiences. It that are varied and age-
shall promote the development appropriate to address the
of a participative and active needs an interest of
body; learning to use the body learners.
in moving efficiently and
 The Health programs deals
effectively in a given space
with physical, mental,
time, effort and assurance of
emotional, social, moral
quality movement. The desire
and spiritual dimensions
for becoming a physical
of health that enable
educated person, thus aid an
learners to acquire
individual in successfully
essential knowledge,
selecting and participating
attitudes and skills
activities appropriate at various
necessary to promote good
stages of life.
nutrition, prevent and
The Health Program from control diseases, substance
Kindergarten to Grade 6 use and abuse, and reduce
focuses on the physical, health-related risk
mental, emotional, social, behaviors and injuries
moral and spiritual dimensions with the view to
of health and enables the maintaining and
learners to acquires essential improving personal,
knowledge, attitudes, and skills family, community,
necessary to promote good national and global health.
nutrition, prevent and control
diseases and substance use and
abuse, reduce health-related
risk behaviors to prevent and
control injuries with the view
of maintaining and improving
personal, family, community,
national and global health.

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Edukasyon sa Ang edukasyon sa Pagkakatao  Ang Edukasyon sa
Pagpapakatao (EsP) (EsP) ay asignaturang bahagi Pagpapakatao ay
ng K to 12 na gagabay at naglalayong malinang at
huhubog sa mga kabataan. Ang mapaunlad ang kakayahan
tunguhin o outcome ng EsP ay ng mga mag-aaral sa
kabataang nagpapasya at moral na pagpapasya at
kumikilos nang mapanagutan paggawa ng mga pasyang
tungo sa kabutihang panlahat. batay sa idinidikta ng
tamang konsensya: Apat
Nangangahulugang ito na na tema ang nililinang sa
lilinangin at paunlarin ang paraang expanding spiral
pagkataong etikal ng bawat mula sa Kindergarten
mag-aaral. Upang maipamalas hanggang Grade 10: (a)
ito, kailangang magtaglay siya Pananagutang Pansarili at
ng limang pangunahing Pagiging Kasapi sa
kakayahan (macro skills): pag- Pamilya, (b)
unawa, pagninilay, Pakikipagkapwa at
pagsangguni, pagpapasya at Katatagan ng Pamilya, (c)
pagkilos. Paggawa Tungo sa
Pambansang Pag-unlad at
pakikibahagi sa
Pandaigdigang
Pagkakaisa, at (d)
Pagkamaka-Diyos at
Presensya sa Kabutihan.

Ang nilalaman at istraktura ng

Edukasyon sa Pagpapakatao
ay nakaangkla sa dalawang
disiplina: Ethics at Career
Guidance. Ang Etika ay
siyensa ng moralidad ng kilos
ng tao. Ang Career Guidance
ay ang paggabay sa mag-aaral
ng magpasya ng kursong
akademiko o teknikal-
bokasyonal na tugma sa
kanyang mga talent,
kakayahan at aptitude at mga
trabahong kailangan sa
ekonomiya kakayahan at
aptitude at mga trabahong
kailangan sa ekonomiya.

111
The Senior High School Curriculum

There are four tracks in Senior High School. These are Academic track, TechVoc
track, Sports and Arts and Design Track. the academic track has four strands namely 1)
Science, Technology,Engineering, and Math (STEM) 2) Humanities and Social Sciences
(HUMSS), 3) Accounting, Business and Management (ABM) and 4) General Academic
Strands (GAS). This means that at Grade 11, a student chooses which track to pursue and if
he/she chooses the academic he/she must also choose which track which strand. If a student
intends to go to college after Grade 12, then he/she must take the academic track. The college
program which he/she wants to enrol in determines which strand to take—STEM, HUMSS,
Sports and Arts and Design. If a Grade 12 graduate wants to pursue TechVoc courses in
Technical Educational Skills Development Authority (TESDA), he/she takes the TechVoc
track. He/she who is interested in Arts and Design will pursue the Arts and Design track. The
Sport track will be for any sports-minded Grade 12 graduate.

112
 Figure1- Tracks in Senior High School

Grade 11 Academic

TechVoc

Sports

Grade 12 Arts and Design

Figure 2- Academic Track- 4 Strands

STEM HUMSS

Total=
ABM 4 General
Academic
Strands

The Senior High School Curriculum has a total of thirty-one subjects. The thirthy-one
subjects are grouped into fifteen (15) core subjects, seven (7) contextualized subjects and
nine (9) specialization subjects.

The following are the core subjects to be taken by all students regardless of track.
There are also common subjects for different tracks and highly specialized courses for each
track:

Core subjects

Oral Communication

Reading &Writing
Language Komunikasyon at Pananaliksik sa Wikang Filipino at Kulturang
Pilipino

113
 Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik

21st Century Literature from the Philippines and the Word

Humanities Contemporary Philippine Arts from the Regions

Media & Information Literacy

Communication

General Mathematic

Mathematics Statistic & Probability

Earth and Life Sciences Lecture and Laboratory

Science Physical Sciences Lecture and Laboratory

Personal Development / Pansariling Kaunlaran

Social Science Understanding Society & Culture

Philopsophy Intro to Philosophy of the Human Person/Pambungad sa pilosopiya

ng Tao

PE and Health – Physical Education and / Health

Below are the 7 contextualized subjects. The contextualized subjects apply to all
tracks and strands but the subjects are taught in the context of the track. For example, English
for Academic and Professional Purposes for the Tech Voc track will center on techvoc terms,
describing and reporting techvoc-related procedures while for the sports track, the English
subject will focus on the language for sports. Research may be a presentation and defense of
a paper in management for ABM track or in STEM may be a culminating activity or exhibit
for the arts and design track and end-of-the-term exhibits for Arts and Design track.

Academic Track Tech-voc, Sports, Arts and Design

Tracks

English for Academic and Professional English for the Professions

Purposes

Introduction to Research Methods – Research Skills 1

Quantitative

Introduction to Research Methods – Qualitative Research Skills 2

Filipino Course Mga Diskurso sa Trabaho

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ICT for Learners ICT applications
Entrepreneurship Entrepreneurship
Research Project Research Project/ Culminating Activity

7 applied Subjects

Academic  Tech-Voc, Sports, Arts and

1. English for Academic and Arts and Design
Professional Purposes
2. Research in Daily Life 1
3. Research in Daily Life 2
4. Pagsulat sa Filipino sa Piling Larangan
5. Entrepreneurship
6. Empowerment Technologies (E-Tech):
ICT for Professional Tracks
7. Research Project /Culminating Activity

Specialization Subjects, Academic Track, ABM

1. Applied Economics
2. Business Ethics and Social Responsibility
3. Fundamentals of Accountancy, Business and Management 1
4. Fundamentals of Accountancy, Business and Management 1
5. Business Math
6. Business Finance
7. Organization and Management
8. Principles of Marketing
9. Work Immersion/Research? Career Advocacy/Culminating

Specialization STEM

1. Pre-Calculus
2. Basic Calculus
3. General Biology 1
4. General Biology 2
5. General Physics 1
6. General Physics 2
7. General Chemistry 1
8. General Chemistry 2
9. Work Immersion/Research/ Career Advocacy/Culminating Activity

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Specialization HUMSS

1. Creative Writing
2. Creative Non-Fiction: The Literacy Essay
3. World Religions and Belief Systems
4. Trends, Networks and Critical thinking in the 21st Century
5. Philippine Politics and Governance
6. Community Engagement, Social Participation and Citizenship
7. Disciplines and Ideas in the Social Sciences
8. Discipline and Ideas in the Applied Sciences
9. Work Immersion/Research/ Career Advocacy/Culminating Activity

Specialization – General Academic Strand

1. Humanities 1
2. Humanities 2
3. Social Science 1
4. Applied Economics
5. Organization and Management
6. Disaster Readiness and Risk Reduction
7. Elective 1 (from any track/strand)
8. Elective 2 (from any track/strand)
9. Work Immersion/Research/ Career Advocacy/Culminating Activity

Specialization- Sports

1. Safety and First Aid

2. Human Movement
3. Fundamentals of Coaching
4. Sports Officiating and Activity Management
5. Fitness, Sports and Recreation Leadership
6. Psychosocial Aspects of Sports and Exercise Programming
7. Fitness Testing and Exercise Programming
8. Practicum (in-campus)
9. Work Immersion/Research/ Career Advocacy/Culminating Activity

Specialized courses in the Academic Track

Liberal Arts HUMSS BAM STEM

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 Literature 1: Applied economics 1 Pre-Calculus
Literature 1 Fiction and drama

Literature 2 Applied economic 2

Humanities 1 Basic Calculus

Social Science 1 Humanities 1: Accounting 1 General Chemistry 1

Popular Art as
Text

Economics 1 Humanities 2 Accounting 2 General Chemistry 2

Organization and Education 1 Business Math General Physics 1

Management /Foreign
Language 1

Foreign Language 1 Education 2/ Business Finance General Physics 2

Foreign Language
2

Applied Science Social Science 1 Organization and General Biology 1

Management

Pre- Calculus Social Science 2 Principles of General Biology 2

Marketing

Work Immersion / Research / Career Advocacy / Culminating Activity

Specialized courses for Arts and Design tracks

Arts and Design Strands

Art Assessment and Guidance

Arts Track 1 Introduction to Applied Arts and Design Production

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Arts Track 2 Introduction to Performing Arts

Arts Track 3 Understanding Elements and Principles of the Different Arts

Arts Track 4 Work Environment in Various Arts Fields

Arts Track 5 Developing Filipino Identity in the Arts

Arts Track 6 Leadership and management in Different Arts Fields

Arts Track 7 Apprenticeship and Exploration of Different Arts Fields

Arts Track 8 (Production and performing : Music, Dance and Theater)

Arts Track 9 Apprenticeship and Exploration of Different Arts Design Production (Media
Arts, Visual Arts and Literary Arts)

Specialized courses for Sports Track

Sports Track Subjects

Sports Track 1 Safety and First Aid

Sports Track 2 Understanding Human Movement

Sports Track 3 General Coaching Course

Sports Track 4 Sports Officiating

Sports Track 5 Fitness Leadership

Sports Track 6 Sports/Recreation/Fitness Management

Sports Track 7 Student-Athlete Enhancement and Formation

Sports Track 8 Fitness Testing and Exercise Prescription

Sports Track 9 Recreation Leadership

Evaluation

Reflect on the comment below and comment: “The K to 12 is bound to fail because it
is implemented hurriedly without thorough planning.”

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Module 7: Outcomes-Based-Education: Basis for Enhanced Teacher Education
Curriculum

Lesson 1: Outcome-Based Education for Teacher Preparation Curriculum

Learning Outcome

At the end of the lesson, you should be able to:

1. Define what is outcomes-based education

2. Identify the four principles in OBE
3. Describe how teaching and learning relate to OBE
4. Describe how assessment of achievement learning relate to OBE
5. Describe the learner’s responsibility in learning through OBE

Engage

What is the learners responsibility in learning through OBE?

Explain

In recent years, there has been increasing attention on outcomes-based education for
several reasons. These include return of investments and accountability which are driven by
political, economic and educational reasons.

Definition of Outcomes Based Education (OBE)

Among many advocates of OBE in the early years was W. Spady (1994). He defined
OBE as clearly focusing, and organizing everything in the educational system around the
essential for all the students to do successfully at the end of their learning experiences. It
starts with a clear picture of what is important for students to be able to do, then organizing
the curriculum, instruction and assessment to make sure that learning happens. This definition
clearly points to the desired results of education which is the learning outcomes. This is made
up of knowledge, understanding, skills and attitudes that students should acquire to make
them reach their full potential and lead fulfilling lives as individuals in the community and at
work.

To define and clarify further, answers to the following questions should be addressed
by the teachers.

1. What do we want these students to learn?

2. Why do we want students to learn these things?
3. How can we best help students to learn these things?
4. How will you know when the students have learned?

Spady premised that in Outcomes- Based Education;

 All student can learn and succeed, but not at the same time or in the same way
 Successful learning promotes even more successful learning.

119
  Schools and teachers control the conditions that will determine if the students are
successful in school learning.

For Essential Principles in OBE

In order to comply with the three premises, four essential principles should be
followed in either planning instruction, teaching and assessing learning.

Principle 1: Clarity of Focus

A clear focus on what teachers want students to learn is the primary

principle in OBE. Teachers should bear in mind, that the outcome of teaching is learning. To
achieve this, teachers and students should have clear picture, in mind what knowledge, skills,
values must be achieved at end of the teaching-learning process. This is like looking straight
ahead so that the target will be reached.

Principle 2: Designing Backwards

This principle is related to the first. At the beginning of a curriculum design,

the learning outcome has to be clearly defined. What to achieve at the end of formal
schooling is determined as the beginning. Decision are always traced back to desired results.
This means that planning, implementing (teaching) and assessing should be connected to the
outcomes.

Principle 3: High Expectations

Establishing high expectation, challenging standards of performance will

encourage students to learn better. This is linked to the premise that successful learning,
promotes more successful learning as mentioned by Spady in 1994. This is parallel to
Thorndike’s law of effect, which says that success reinforces learning, motivates, builds
confidence and encourages learners to do better.

Principle 4: Expanded Opportunities

In OBE all students are expected to excel, hence equal expanded opportunities
should be provided . As advocates of multiple intelligences say,” every child has a genius in
him/herself, hence is capable of doing the best.” Learners develop inborn potentials if
corresponding opportunities and support are given to nurture.

Teaching-Learning in OBE

Teaching is teaching if learners learn. Learning is measured by its outcome. Whatever

approach to teaching is used, the intent should focus on learning rather than on teaching.
Subject do not exist in isolation, but links between them should be made. It is important that
students learn how to learn, hence a teacher should be innovative. How then should teaching-
learning be done in OBE? Here are some tips:

120
  Teachers must prepare students adequately. This can be done if the teachers know
what they want the students to learn and what learning outcomes to achieve.
Prerequisite knowledge is important, thus a review is necessary at the start of a lesson.
 Teachers must create a positive learning environment. Students should feel, that
regardless of individual uniqueness, the teacher is always there to help. Teacher and
student relationship is very important. The classroom atmosphere should provide
respect for diverse kind of learners.
 Teachers must help their students to understand, what they have to learn, why they
should learn it (what use it will be now and in the future) and how will they know that
they have learned.
 Teachers must use a variety of teaching methods. The most appropriate strategy
should be used taking into account the learning outcome teachers want the students to
achieve. Also to consider are the contents, the characteristic of the students, the
resources available and the teaching skill of the teacher. Even if OBE is learner-
centered, sometimes more direct, time-tested methods of teaching will be appropriate.
 Teacher must provide students with enough opportunities to use the new knowledge
and skills that they gain. When students do this, they can explore with new learning,
correct errors and adjust their thinking. Application of learning is encourage rather
than mere accumulation of these.
 Teacher must help students to bring each learning to a personal closure that will make
them aware of what they learned.

Here rare additional key points in teaching –learning in OBE which show the shifts from a
traditional to an OBE view.

From Traditional View To OBE View

Instruction Learning
Inputs and Resources Learning Outcomes
Knowledge is transferred by the teacher. Knowledge already exist in the minds of the
learners
Teacher dispenses knowledge Teachers are designers of methods
Teachers and students are independent and Teacher and student work in teams
in isolation

Assessment of Learning Outcomes in OBE

Assessment in OBE should also be guided by the four principles of OBE which are
clarity of focus, designing backwards, high expectations and expanded opportunity. It should
contribute to the objective of improving students’ learning. Since in OBE, there is a need first
to establish a clear vision of what the students are expected to learn (desired learning
outcome), then assessment becomes an embedded part of the system.

To be useful in OBE system, assessment should be guided by the following

principles:

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 1. Assessment procedure should be valid. Procedure and tools should actually
assess what one intends to test.
2. Assessment procedure should be reliable. The results should be consistent.
3. Assessment procedure should be fair. Cultural background and other factors
should not influence assessment procedure.
4. Assessment should reflect the knowledge and skills that are important to the
students.
5. Assessment should tell both the teachers and students how students are
progressing.
6. Assessment should support every student’s opportunity to learn things that are
important.
7. Assessment should allow individuality or uniqueness to be demonstrated.
8. Assessment should be comprehensive to cover a wide range of learning
outcomes.

Learner’s Responsibility for Learning

In OBE, students are responsible for their own learning and progress. Nobody can
learn for the learner. It is only the learner himself/herself who can drive himself/herself to
learn, thus learning is a personal matter. Teachers can only facilitate that learning, define the
learning outcomes to be achieved, and assist the students to achieve those outcomes. Students
have the bigger responsibility to achieve those outcomes. In this way, they will be able to
know whether they are learning or not.

One of the great benefits of outcome-based education is that it makes students aware
of what they should be learning, why they are learning it, what they are actually learning, and
what they should do when they are learning. All of these will include with the achieved
learning outcomes.

In terms of students perspective there are common questions that will guide them as
they learn under the OBE Curriculum framework. To guide the students in OBE learning,
they should ask themselves the following questions.

As a students,

1. What do I have to learn?

2. Why do I have to learn it?
3. What will I be doing while I am learning?
4. How will I know that I am learning, what I should be learning?
5. Will I have any say in what I learn?
6. How will I be assessed?

Evaluate

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 As a future teacher, reflect on your observations and report in Finding OBE in the
Classroom and complete the sentences. Choose only one to answer.

1. I like OBE because………………. In the future when I become a teacher, I

should………..
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

2. I do not seem to like OBE because ……………. In the future, when I become a
teacher, I should………
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

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Lesson 2: Enhanced Teacher Education Curriculum Anchored on OBE

Learning Outcome

At the end of the lesson, you should be able to:

1. Analysed the influence of OBE in the teacher education curriculum

2. Reflected on the future teacher education curriculum in the light of OBE

Engage

Do I know?

This activity will find out your awareness of the degree program you are
enrolled in. Answer the questions given and explain your answer.

1. Do you know that you will become a TEACHER in the future? Yes or No. Why?
2. Do you really know what it is to become a teacher, when you were in the first year?
Yes or No .Why?
3. What activities/subjects in collage made you know more of becoming a
TEACHER? Enumerate. Why?
4. At this point in time and from the subjects you have taken, do you feel you are FIT
to become a TEACHER? Why

Explain

Teacher Education Curriculum Anchored on OBE

What could be a teacher education curriculum that anchors itself on outcome-based

education? What would be the features of this curriculum that could address and future
concerns of basic education? What competencies must one acquire to be able to address these
concerns? How will these competencies enhance the attributes of a teacher education
graduate? These questions and many more shall be addressed in the content of this lesson.

1. Desired Outcomes of the Teacher Education Programs (Ideal Graduate of Teacher

Education Program Competencies)

Questions like: what kind of teacher do we desire to graduate in the future? What kind
of teacher will you be? What qualities will you possess?

To address these questions, it is necessary that the desired competencies and

outcomes of the teacher education curriculum be clearly stated. These competencies will
guide teacher education programs on what product do they desire at the end of the college
education. What are the attributes of the Ideal Graduate?

Recognizing the demand of K to 12, the framework of the National Competency-

Based Teacher standards (NCBTS) and global requirements of ASEAN 2015, a need to
harmonize the teacher competencies is very critical. With OBE, these competencies will form
the desired outcomes of the teacher education program.

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 With the current imperatives of the 21st century, the teacher education curriculum
must emphasize teacher’s values, skills and knowledge that are fundamental to good
teaching. The roles and responsibilities of teachers should be viewed collaboratively with
other professionals because of new job opportunities. Teachers may not remain in the
classrooms but may take on tasks as course designers, program evaluators, training
specialists, and others which are also related to teaching.

Competencies for all Future Teachers in the Teacher Education Curriculum

It is desired, that all graduates of any teacher education program should have
following competencies to be ready to teach in the classroom. Here are the suggestions based
on CMO 30. S.2004 and the NCBTS.

1. Demonstrate basic and higher levels of literacy for teahing and learning
2. Demonstrate deep and principled understanding of the teaching and learning
process
3. Master and apply subject matter content and pedagogical principles
appropriate for teaching and learning
4. Apply a wide range of teaching related skills in curriculum development,
instructional material production, learning assessment and teaching delivery
5. Articulate and apply clear understanding of how educational processes relate
to political, historical social cultural context
6. Facilitate learning in various classroom setting diverse learners coming from
different cultural backgrounds
7. Experience direct field and clinical activities in the learning milieu as an
observer, teaching assistant or practice teacher.
8. Create and innovate alternative teaching approaches to improve student
learning
9. Practise professional and ethical standards for teachers anchored for both local
and global perspectives
10. Pursue continuously lifelong learning for personal and professional growth as
teachers.

With the enumerated intended outcomes, the future teachers should be aware of the
outcomes they should become.

Using the National Competency-Based Standards as a frame, as a global Filipino

teacher let us analyse the intended competencies/outcomes that are addressed by the different
NCBTS domains. (TCSE Progress Reort, 2013)

Teacher Standard Outcomes Domains Addressed in NCBTS

 Uses specialized knowledge and skill
in a variety of school context and in  Diversity of Learners

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 diverse students background.  Learning Environment
 Curriculum
 Applies inquiry with the use of  Diversity of Learners
research approaches and utilize  Planning, Assessing and Reporting
evidence-based knowledge to  Personal Growth and Professional
improve teaching. Development
 Social Regard for Learning
 Self-directs continuous learning
related to own expertise for  Personal Growth and Professional
enhancement of students outcomes Development
and strengthening of professional  Social Regard for Learning
identity.
 Maximize the involvement of
education stakeholder and non-
education communities to work in  Community Linkages
collaboration for relevant educational
reforms

From the identified competencies, standards and outcomes the IDEAL GRADUATE
of the teacher education program as a new breed of TEACHERS are:

 Multiliterate
 Reflective
 Master subject content
 Highly skilled
 Sensitive to issue
 Multicultural
 Innovative
 Highly skilled
 Sensitive to issue
 Multicultural
 Innovative
 Highly professional
 Lifelong learner

2. Teacher Education Curriculum: An Example

What kind of teacher education curriculum can develop such competencies in

colleges of education or teacher education departments?

Using the OBE framework, the competencies previously stated are now translated into
outcomes. These are the outcomes we need to see in every graduate.

Teacher Education Program Outcomes

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 At the end of the degree plan for elementary or secondary teaching, the future teacher
must have:

 Demonstrated basic and higher levels of literacy for teaching and learning.
 Demonstrated deep and principled understanding of the teaching and learning process.
 Mastered and applied the subject matter content and pedagogical principles
appropriate for teaching and learning.
 Applied a wide range of teaching related skills in curriculum development,
instructional material production, learning assessment and teaching delivery.
 Articulate and applied clear understanding of how educational processes relate to
political, historical, social and cultural context.
 Facilitated learning in various classroom setting diverse learners coming from
different cultural backgrounds.
 Experienced direct field and clinical activities in the teaching milieu as an observer,
teaching assistant or practice teacher.
 Created and innovated alternative teaching approaches to improve student learning.
 Practised professional and ethical standards for teachers anchored for both local and
global perspectives.
 Pursued continuously lifelong learning for personal and professional growth as
teachers.

Content and Pedagogy to achieve the Outcomes

Having identified the outcomes of the program, how will universities, schools and
departments form the future teachers?

1. Course or Degree Contents. To become a teacher, a college degree is required. A

degree is made up of courses or subjects which are clustered as general education courses,
professional education courses and major or specialized subject courses. There are
similarities as well as difference in the required number of subjects and courses that are
recommended for teachers in the elementary and secondary level teaching.

Let us look at example:

Elementary Level Teaching for K to Grade 6- General Education Courses,

Professional Teachers Education Courses, Areas of Specialization or Additional Subjects in a
Specialized Field.

Secondary Level Teaching for Grade 7-10 (Junior High)- General Education Courses,
Professional Teacher Education Courses, Major Discipline (English, Math, Science, others)

Secondary Level Teaching for Grade 11-12 (Senior high School)- General Education
Course, Professional Teacher Education Courses, Major Discipline (higher level of contents)

There are common courses for both levels of teaching. In the professional teacher
education courses, both will have almost the same with one or two courses that are different
to address the context of the grade level they will teach.

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Example of Probable Subjects in the Professional Teacher Education

For all future teachers in K to 12 (elementary and secondary levels )

A. Foundation Courses

 Child and Adolescent Leaners and Learning Principles

 The Teacher and Society
 The teaching Profession
 School Culture and Organizational Leadership
 School-Community Linkages
 Foundations of Special and Inclusive Education

B. Pedagogical Content Knowledge Courses

 Facilitating Learner-Centered Teaching and Learning

 Assessment Learning
 Technology for Teaching and Learning
 The Teacher and the School Curriculum
 Building and Enhancing Literacy Skills Across the Curriculum
 Content and Pedagogy of the Mother Tongue (Elementary Level only)
 Teaching the Major Field Subjects (Secondary level only)

C. Major Courses of Secondary and Selected Subject Area Content for the Elementary

D. Experiential Learning Courses

 Field Study Courses (Field Observation)

 Practice Teaching (Classroom observation, Teaching Assistance, Full immersion)

These subjects are coherent and integrated with one other to create and achieve almost
seamless experience of learning to teach. Bringing together theory into practice, faculty
teaching the content, also supervise student teacher in the field. Pedagogical Content Courses
(PCK) bring together courses that treat them holistically.

There will also be an integration with the academic courses and the practicum courses to
allow students to learn from the expert in the field. This will enhance collaborative
relationship with the academe and the schools.

2. Methods of Teaching and Teaching Delivery Modes

The methods of teaching should be varied to address the different kinds of learners.
Time-tested methods as well as current and emerging strategies shall be utilized. These
should be student-centered, interactive, and transformative. Courses should enhance the
concept of “learning how to learn” for future teachers. The methods of teaching should
replicate what should be used in the work place or schools.

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 The delivery modes may vary from the traditional face-to-face, on-line, and
experiential learning approaches. When these modalities are combined in one course, it is
called blended approach.

The use of technology for teaching and learning in all subject areas is encouraged so
that every future teacher will develop the skills to be ready to guide future learners, most of
whom are digitally skilled.

A very strong filed-based experience in teacher education where pre-service teacher

students are immersed to the actual classrooms is necessary. This will enable the students to
gain experiential learning through observation, teaching assistantship and practice teaching.

Whatever methods of teaching or delivery modes to be used by the teachers are

clearly written in a course design or syllabus prepared by the faculty and shared to the
students.

3. Assessment of Learning

College learning shall be assessed in similar manner as all other means of assessment.
It has to be remembered that in the Philippines Qualifications Framework (PQF) there are
three levels of competencies that all undergraduate students should possess as evidence of
their learning outcomes. This refers to Level 6 of the PQF which is described as Level 1-
Knowledge, Skills and Values Level 2- application of KSV and Level 3- Degree of
Independence.

Every subject has established a set of desired learning outcomes to be achieved, at the
end of the course. These learning outcomes should be evaluated so as to confirm if they have
been achieved.

For example, in a subject Curriculum Development, the desired course outcomes are:

1. Identified curriculum concepts that include the nature and purposes of curriculum.
2. Discussed the different models of curriculum and approaches to curriculum designs.
3. Explained curriculum development in terms of planning’ implementing and
evaluating.
4. Described the different involvement in terms of planning, implementing and
evaluating.
5. Utilized different evaluation procedures and tools in assessment of learning outcomes
6. Explained examples of curricular reforms such as K to 12 and OBE
7. Reflected on the value of understanding curriculum development as a teacher.

How will we know that students have arrived or achieved the learning outcomes
enumerated above? We need to assess these, with the use of varied assessment check to
determine the success or the course.

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 The assessment procedure and tools should be appropriate for the learning outcomes
to be measured so as to be valid and reliable.

In summary, the teacher education curriculum that approaches the OBE model for
classroom practice begins with the end in view by establishing the program outcomes at the
start. It is followed by the Course Content, Pedagogy and Assessment. But the three
components are linked to each other.

Planning
(Degree Outcomes
and Attributes of an
Ideal Graduate)

Evaluating
(Assessment of
Implementing
learning to indicate
(Contents, Methods
if degree outcomes
of Delivery)
have been achieved)

Evaluate

What do ‘I appreciate in the teacher education curriculum I am in, as a future

(elementary or secondary) teacher?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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131
Module 8: Curricular Landscape in the 21st Century Classrooms

Lesson 1: The 21st Century Curricular Landscape in the Classrooms

Learning Outcome

At the end of the lesson, you should be able to:

1. Described the curricular landscape of the 21st century

2. Identified the 21st century skills to be developed in the curriculum

Engage

The 21st Century Classroom

In the space below, draw a classroom of the 21st century.

Describe your illustration.

Explain

Emerging Curricula of the 21st Century Learners

How does the curriculum for the 21st century to look like? What are the emerging
factors and conditions that will shape the curriculum of the century?

Discussion in the various groups here and abroad revolve along the different issues.

 Globalization of economics and independence on international markets

 Increased concerns and actions about environmental degradation, water and energy
shortages, global warning, pandemic (HIV, Eloba, etc.)

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  Nations competing for power block thus generating conflict but gives opportuniti8es
to build alliances and cooperation
 Increased global migration and opportunities for working overseas
 Science and technologi8gal revolution
 Knowledge economy as a generator of wealth and jobs

All these issues need a curriculum that will address global solutions to environmental
problems, environmental sustainability, cultural diversity, global conflicts, technology
revolution, and science breakthrough.

Thus an integrative approach to curriculum is absolutely necessary. There should be

unity in core academic subjects where life and career skills are included. Curriculum includes
interdisciplinary themes, development of essential skills for modern pedagogies and
technologies.

The curriculum incorporates higher order thinking skills, multiple intelligences,

technology and multi-media and multiple literacies of the 21st century skills. The 21st century
curriculum includes innovation skills, information and media and ICT literacy.

The curriculum for this century should inspire and challenge both the teacher and the
learner. These are some of the characteristics of this curriculum. It is a curriculum that…

 provide appropriate knowledge, skills and values to face the future.

 is based on knowledge drawn from research.
 supports excellence and equity for all learners.

Need to Develop 21st Century Skills of Learners in the Curriculum

What are the skills needed by 21st century learners in order to cope with the
curriculum? Will the curriculum likewise develop these skills, too? According to the
Singapore Ministry of Education, such clusters of the competencies are seen in the below:

Cluster of Skills for the 21st Century Specific Descriptors

Learning and innovation Skills Critical Thinking and Problem Solving
Creative and Innovation
Oral and Written Communication
Content Mastery
Knowledge, Information, Media and Information Literacy
Technology Literacy Skills Media Literacy
ICT Literacy
Life skills Flexibility and Adaptability
Initiative and Self Direction
Teamwork and Collaboration
Social and Cross-Cultural Skills
Productivity and accountability
Leadership and Responsibility
Citizen Skills Valuing of Diversity
Global Awareness

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 Environmental Awareness
Values, ethics and Professionalism

On the other hand, Howard Gardner (2006) from his book Five Minds of the Future,
sees that the five frames of thinking which would help in the development of thinking skills.
Each frame of thinking is attributed to the type of mind the learner has to use in order to
survive the future.

The Five Frames of Thinking

Five Frames of Thinking Descriptions

Makes of the ways of thinking necessary for
The Discipline Mind major scholarly work and profession
Selects crucial information from the
voluminous amounts available, processing
The Synthesizing Mind such information in ways that make sense to
self and others.
Goes beyond existing knowledge. Posse new
The Creating Mind questions, offers new solutions.
The Respectful Mind Sympathetically and constructively adjusts to
individual differences.
The Ethical Mind Considers one’s role as citizen consistently
and strives toward good work and good
citizenship.

Lastly, Tony Wagner in his book The Global Achievement Gap mentioned the seven
survival skills for the 21st century curriculum.

1. Critical Thinking and Problem Solving

2. Collaboration Across Networks and Leading by Influence.
3. Agility and Adaptability
4. Initiative and Entrepreneurship
5. Effective Oral and Written Communication
6. Accessing and Analyzing Information
7. Curiosity and Imagination

134
Evaluate

How do you picture yourself as a teacher of the future? Reflect and write your answer
in the box provided below.

135
Lesson 2:

The Final Action for a Curriculum Material: A Celebration!

Learning Outcome

At the end of the lesson, you should be able to:

1. Viewed and valued the big picture of the whole module on Curriculum Development
for Teachers

Engage

Let us use the seven Rs to find out if the Curriculum Development for Teachers
served its purpose as a support instructional material for learning the course.

Take the Final Action!! Be Curriculum Material Evaluator

Let Walk our Talk

Based on YOUR experiences in using Curriculum Development for Teachers, rate on

a scale of 1 to 5, ( with 1 as the lowest and 5 as the highest) the different Rs that describe this
instructional material.

Rating
7 Rs Key Statements 1,2,3,4,5
1. The curriculum material requires me to have a
Rigorous higher level of understanding and thinking.

Real 2. The curriculum material replicates the activities

for a teacher.

Requires 3. The curriculum material allows me to make

Independence choices.

Rich in 4. The curriculum material makes me think more

thinking and memorize less.

Revealing 5. The curriculum material makes me reveal my

level of understanding.

Rewarding 6. The curriculum material inspires me to study

more.

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Reflecting 7. The curriculum material allows me to reflect on
learning.

Explain

The 7Rs of QUALITY CURRICULUM MATERIAL

(Modified from Ron Ritchart, Cuture of Thinking Project, Bialik
College, Melbourne)
The Rs of Quality
Seven Curriculum Material Description of the R
(7)
1 Rigorous Students need to demonstrate a high level of
understanding and thinking.
2 Real Students demonstrate authentic quality that
mirrors what they will do as teachers.
3 Requires independence Students are self-directed in doing their tasks.
4 Rich in thinking This requires more than memorization from the
students.
5 Revealing It uncovers students’ level of understanding and
misconceptions.
6 Rewarding It intrinsically motivates the students to do the
task.
7 Reflective It makes students more reflective in the learning
process that contributes to better performance.

here is more detailed explanation of the R. Study so that you can very well evaluate
and give feedback on the curriculum material (Module) that you have used. Curriculum
material refers to the Curriculum Development for Teachers.

Rigorous. A curriculum material is rigorous if it provides students opportunities to

develop higher order skills, decision-making and deep understanding. It also points
the direction for learning but opens for students understanding beyond a minimal
outcome. Do the activities in the lesson allow students to develop higher order
thinking? How do the activities launch learning?

Real. A curriculum material is real if it builds understanding to engage in real life

activities related to becoming teachers. Are the topics significant or important to the
life of the students. How do the topics intersect their lives as students and as future
teachers?

Requires independence. A curriculum material requires independence if students are

given opportunities to make appropriate choices, like who to interview or what class

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to observe and when to do it. This will make students engage in deep learning and
also allow students to learn from their mistakes.

Rich in thinking. A curriculum material is rich in thinking if it asks students more

than just memorization or repetition. The curriculum materials make students do
observations, ask questions, consider alternatives, evaluate outcomes, reflect and
make judgement based on evidence.

Revealing. A quality curriculum material is revealing if it seeks to show what the

students do and do not understand, but how they understand it. Does the curriculum
material reveal what they understand from their answers in the activities, self-check
and self-reflection?

Rewarding. A quality curriculum material is rewarding if students can articulate what

they are learning, if they can share clearly the results of their individual and group
tasks. This is indicative of the students’ effort which is directed toward a well-defined
learning goal. The sense of purpose is shown in their work as the intrinsic rewards
they gain. In short, they are happy with what they are doing.

These are the seven Rs of the quality curriculum material. They collectively focus on
the topics to be covered, skills to be mastered, facts to be learned and outcomes to be
achieved. These are the aspects of quality curriculum material.

138
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