ACTIVITY 1

1. To measure the comprehension on the lesson, based on the reading and class discussion.
A. Give your own definition of curriculum and explain. B. Cite your experience from
elementary to secondary school curriculum, particularly the learning content of different
subject areas.

► A. Curriculum is refers to the total learning experience of individuals and list of

subject taught in school by the teachers. The institution planned the curriculum then they
organized with the objectives or subject matter. The teacher apply or teach the curriculum
in the school, sometimes curriculum taught in others ways like in the society,
surroundings or in an environment.
► B. When I was in elementary the subject that we taught us is Science, Mathematics,
Filipino, Makabayan and English. We are more on reading, understanding and
memorizing. We have few activities unlike today we are more on activities. In Science
subject we don’t have much activities or experiment. We just understand and read what is
written in the book. The Filipino, Mathematics, Makabayan and English are we are more
on memorizing and understanding. In our time we have developed critical thinking and
we are fluent in reading and memorizing. When we are in secondary the subject that we
learned are Science and Technology, Mathematics, English, MAPEH, TLE, FILIPINO,
ARALING PANLIPUNAN and ESP. In first year high school the subject that we take is
Algebra, English, Filipino, Science and Health, MAPEH, ARALING PANLIPUNAN,
ESP and TLE with specialization like; agriculture, home economics and industrial arts.
The second year subjects are; English, araling panlipunan, Algebra, Biology, Filipino,
ESP, TLE and MAPEH. In third year highschool the subject are; English, Geometry,
Chemistry, Filipino, araling panlipunan, ESP and TLE. When we are in fourth year high
school the subject that we study are; English, Algebra, Physics, Filipino, TLE, ESP,
araling panlipunan, and MAPEH. The subject is step by step not unlike the k-12 it is
spiral all subject areas or the branches of each subject is learned or taught by the teacher.

ACTIVITY 2
A. Browse on the internet and check some examples of an ideal or recommended
curriculum suggested by professional organizations. List the institution or
organization and corresponding examples of suggested curriculum.
 ► DepEd- example are RBEC, BEC and K to 12 curriculum

► CHED-

► TESDA- the learning skills like cooking, dressmaking, welding, driving and etc.

ACTIVITY 3
B. Cite a benefits and possible pitfall of having an official curriculum prescribed to all
schools?

► The benefits are; provide quality education, easy to assess, the teacher need to
know what to be taught, less expensive, it is easy to transfer from different schools.
Provides equality of educational opportunity assess to knowledge for all students. The
goal is to ensure vocational and economics success for individual and nation. The
possible pitfall of having an official curriculum prescribed to all schools are not all
school environment is the same like in the remote areas.

ACTIVITY 4.
A. Discuss the role of the teachers/ professors and other curriculum workers in
ensuring the success of the implementation. (based on your personal observation)

► the role of the teachers/ professor in ensuring the success of the

implementation of curriculum is that the teacher is the foundation of learning of
the students or pupils. The teacher writes lesson plan every day to teach the
learners. The teacher make and plan the curriculum. The teacher addresses the
needs and interest of the learners.
 ►The curriculum managers and administrator is to plan the improvement of the
school facilities. They supervise the implementation of the curriculum and recruit
new teachers.

► Parents are supporters to the curriculum because they are support their children
to go to school. The parents are the best supporters in the school they want their
children to attain the best learning or school experiences. In the school there is
organization it’s called parents teacher association (PTA) it is an organization of
teachers and parents to support the needs of the school and other activities.

► Other stakeholders in curriculum implementation are the, department of

education (DepEd) for the basic education in the commission on higher education
(CHED) for tertiary ad graduate education curricula.

ACTIVITY 5.

A. To determined, list an examples of null or censored curriculum. (explain WHY)

► The example of null or censored curriculum is the Biology subject, the teacher
don’t teach the detailed evolution of Biology. The teacher skip some important
details about in that topic. Sometimes the teacher ignore some skillful activities or
meaningful experiences. Teacher includes unimportant topic like story of their life
and some unimportant details happenings.

ACTIVITY 6.

A. List some examples of hidden curriculum.

► Team work and collaboration

► Presentation skills.

► Improvisation.

► Design.

► Leadership skills and how to develop a team.

► Use of IT and general modern technology- microphone technique, recording

equipment…
 ► Etymology.

► working to deadlines.

► Time management.

► Conflict resolution.

►Problem solving

► Rhetoric

B. Draw a figure that shows the inter - dependency of 9 different types of curriculum, and
explain its relationship
Activity 2.

A. Compare and contrast : The philosophy of curriculum and its nature.

Essentialist School Progressivist School

- Child centered - Learning by doing

- Active learning - Flexible learning
- High standards - Explore different activities
- Back to basic - Active learning
-
B. Among the two schools which philosophy of curriculum you preferred to exercise and WHY?

► The philosophy of curriculum that I preferred to exercise is the progressivist

school, progressivism is a theory of education that is concerned with “learning by
doing” that children learn best when pursuing their own interests and satisfying
their own needs. The children learn lesson by actual experience and active
learning. The learners explore different activities and different experiments.

Activity 7.

A. List down the seven philosophies of education.

Philosophy Proponent Goal/Aim/Motives of Curriculum Content and

Curriculum Organization
1.Essentialism William Bagley To learn fundamental skills, Emphasize mastery of basic
3R’s such Reading, ‘Riting, skills.
‘Rithmetic.
Teacher - centered and
relies on prescribed
textbook.
2.Progressivism John Dewey To develop the learners to Interdisciplinary subjects.
become enlightened and
intelligent citizens of Learner-centered. Outcome
democratic society. They based.
encourage learners to live
fully NOW instead of
preparing for adult life.

3.Perennialism Robert Hutchins To develop the learners’ The teaching isn centered
and Mortimer rational and moral powers on the teacher. They utilize
Adler and to let them use their the Socratic method of
reasoning skills and higher teaching and mutual inquiry
faculties according to their sessions.
passions and appetites

4. Reconstructionism To improve and reconstruct Teacher acts as agent of

society. Education for change. change and reforms.

Behaviourism Ivan Pavlov,

Edward
Thorndike, John
Watson and B.F
Skinner
ACTIVITY 8.

A. Based on the elaboration of different curriculum design, Revised or designed a curriculum which you
believe that the learning content is relevant to the offered course/s. You can used a prospectus/ TOR as your
references.(inclusive for 1st semester and 2nd semester.

1st Semester (Subject offered in your reference)

Course No. Descriptive Title Units

Eng 111 Study, Thinking and Speaking 3

Educ 122 Rizal and Other Heroes 3

Educ 111 Earth Science 3

Psych 111 General Psychology 3

Fil 111 Komunikasyon sa Akademikong Filipino 3

Bio 113 General Biology 3

Math 102 Fundamentals of Mathematics 3

Soc Sc 113 Society and Culture with Family Planning 3

PE 111 Foundation of Physical Education 2

NSTP 111 Civic Welfare Training Service I 3

A. 1st Semester (REVISED CURRICULUM)

Course No. Descriptive Title Units

GE 1 Understanding the Self 3

GE 3 The contemporary World 3

GE 4 Mathematics in the Modern World 3

Lit 111A Literature of the Philippines 3

Fil 1a Wika at Kultura sa Mapayapang Lipunan 3

Prof Ed 111 Building and Enhancing Literacy Skills Across the Curriculum 3
 Prof Ed 112 The Child and Adolescent Learners and Learning Priciples 3

PE 1 Physical Fitness and Self-Testing Activities 2

NSTP 1a Civic Welfare Training Service 1/Reserved Officers Training Corps 3

1

B. Explain the mode of your revised / design curriculum.

The subject offered in first semester is 10 subjects while in the revised curriculum is 9 subjects only.
The subjects in my reference in first semester is basic and the

2nd Semester (Subject offered in your reference)

Course No. Descriptive Title Units

HELE 161 Home Economics and Livelihood Education 3

MAPE 162 Foundation of Music, Arts and Physical Education 3

Prof Ed 121 Child and Adolescent Development 3

Educ 112 Information and Communication Technology 3

Soc Sc 122 Philippine History 3

Fil 121 Pagbasa at Pagsulat Tungo sa Pananaliksik 3

Math 111 College Algebra 3

Econ 114 Economics, Taxation, Land Reform and Cooperatives 3

PE 114 Dance Activities 2

NSTP 112 Civic Welfare Training Service II 3

C. 2ndSemester (REVISED CURRICULUM)

Course No. Descriptive Title Units

GE 2 Readings in Philippine History 3

GE 5 Purposive Communication 3

GE 6 Art Appreciation 3

GE 7 Science and Technology and Society 3

Lit 121 Literatures of the World 3

 Prof Ed 121b The Teaching Profession 3

Prof Ed 122c Facilitating Learner-Centered Teaching 3

PE 2 Rhythmic Activities 2

NSTP 2 A Civil Welfare Training Service II 3

D. What are the things that you consider in selecting the learning content of your design curriculum? And
why?

The things that I consider in selecting the learning content of the design curriculum is the
connection of the subjects or the learning content.

E. Reflection

Does the congruency of curriculum content matters to the students output.

Yes, because the outputs of the students will reflect if they learned the previous subject.

Activity 9. Review the linear curriculum development models. Identify the possible strengths and weaknesses
of each model when applied to the Philippine context.

► Tyler’s Rational Linear Model

Strengths- Clearly stated objectives a good place to begin. Involves the active participation
of the learner (Prideaux, 2003). Simple linear approach to development of behavior all objectives
(Billings & Halstead, 2009)
Weaknesses- The objectives has flaws in terms of the reality of curriculum development
which is rarely a fixed or linear process. It overlooks the unpredictable nature of teaching and
learning. While the model prescribes specific objectives to achieved, learning occurs beyond
these objectives due to factors that could not be foreseen (Print 1989). The model cannot account
for the many complex outcomes of learning (Brady 1990).The other criticism that has been
cited is that educational objectives need to precede the selection and organization of learning
experiences (Brady 1990). Lastly, the exponents of the rational model, especially Tyler, have
been criticized for not adequately explaining the sources of their objectives (Print 1989).

► Taba’s Grassroots Rational Model

Strengths- The one who have to teach curriculum will develop it. Teaching-learning experience
of the teacher will be considered. Non-traditional approach-as members of the teaching
profession are given responsibility. Needs of the students are given the utmost importance.
Weaknesses -Approaches, methodologies of different teachers are different. Assumes that the
teachers have the expertise. Time to engage in such extensive curricular activity.

► Standard-based Curriculum Development Model

Strengths- The model extends itself up to the development of scope and sequence, which is
important for planning instruction, and for deciding on specific contents and objectives. It is
relevance and applicability in any educational institution in developing curriculum
standards for various courses. It gives teachers tangible resources and goals, stimulates
creativity, and enables self-reflection.
Weaknesses-This model is rational and descriptive, stressing the development of standards as
the first activity in the curriculum development. This model recognizes teacher’s inputs in the
development of standards, which are often neglected in curriculum projects in the Philippines
because of the top down approach to curriculum development and implementation. In this model,
developing curriculum standards is a separate activity from the overall curriculum development
process, this makes the model incomplete. Specified the development of standards using multiple
sources, it cannot replace the important function of situational analysis in the curriculum
development process.

Understanding by Design Model (UBD)

Strengths- It can help the Commission on Higher Education, particularly the teacher
education institutions, to revise their existing curricula to focus on higher understanding
rather than just prescribing subjects and course descriptions. It makes the content of the teacher
education curriculum more learner-centered. It calls for more relevant curriculum standards in
the country. It recognized the importance of teachers in the curriculum development
process.

Weaknesses- The model is fixed at accepting what standards are prescribed by

the government agency on education. Goals are most likely to follow the prescribed content
standards set by the government.

Systematic Design Model

Strengths- Recognizes the importance of teachers. It takes into account the individual
differences when matching future occupations to the aptitude of students. Allows the
research to influence curriculum processes and encourages a team approach to curriculum
development. Some curriculum sources and influences are acknowledged in the process of
curriculum development. These curriculum sources and influences are used to determine the
objectives of the curriculum.

Weaknesses- It places at the forefront the teacher as the reason for failing schools
again failing to account for the role of the leaner. Relies heavily on data. There’s no provision
where curriculum workers can review their actions and decisions in relation to the factors
identified in the first phase. Lack of research culture in our education institutions.

Murray Print Model for Curriculum Development

Strengths- This model can be used in any level of curriculum development local, college-
wide, or national. Very practical to apply this model in the Philippines. The
inclusion of instructional evaluation in the development process makes this model unique.
The inclusion of a monitoring and feedback system in the curriculum development is
useful when there is a need to do some revision. It also recognizes myriad of curriculum
conceptions and ideas that various curriculum workers bring to the curriculum development
process which may influence them in making important curricular decisions.

Weaknesses-This model describes the process of curriculum development on a macro level,

however it is not clear where the philosophy of the institution and philosophy of the
curriculum will come into play. Should establish a stronger link between the curriculum
presage and the situational analysis. The model gives an impression that curriculum
presage has no direct effect or relationship with situational analysis.
Activity 10. Review the cyclical curriculum development models. Identify the possible strengths and
weaknesses of each model when applied to the Philippine context.

A. Nicholls and Nicholls Curriculum development Method

Strengths

The model of Nichols and Nicholls has the potential to be used in any educational setting, either school-
based or on a national level. The nature of the model also enables curriculum workers in making the necessary
changes and adjustments in the total curriculum. This attributes of the model is helpful for teachers,
administrators, and education boards to address curricular issues and purpose innovations and changes
whenever needed. The model of Nichols and Nicholls advocates a curriculum development activity that
involves continuous improvement.

Weaknesses
There is little weakness found in this model. The possible problem that may occur is that many
curriculum workers are used to develop curricula following a linear model. In the Philippines, for example,
curriculum development follows a top-down approach where many curricular decisions are made in the
national level. The goals and contents of the curriculum are set by the state. In the context of higher education,
there is a tendency for teachers not to follow this model because of the tedious job of conducting situational
analysis before developing any syllabus or curriculum plan.

Strengths

Activity 11. Review the dynamic curriculum development models. Identify the possible strengths and
weaknesses of each model when applied to the Philippine context.
A. Walker’s Model of Curriculum Development

Strengths
 It reflects the realities of how curriculum workers plan and develop a curriculum. It recognizes the role
and influence of curriculum workers in any curriculum development tasks. It avoids the obsession of starting
with objectives. This practice is also observed in the model of Print (1993). This allows more flexibility among
curriculum workers in developing curriculum. Curriculum workers may review their previous decisions and
actions to correct some mistakes. According to Walker (1971), this model can be used for a school-based
curriculum development.

Weaknesses

This model, being dynamic, can be confusing to other curriculum workers who are not aware of the
necessary process of curriculum development. If this model is applied in the Philippines, where most teachers
are mere implementers of curriculum developed by other educators, it may not have value on them. Another
weakness of Walker’s model is a strong tendency of the curriculum development to be stuck in Phase II.
According to Print (1993), too much discussion may lead to analysis-paralysis syndrome that could penalize or
prolong the process of curriculum development. Probably, this model can be elaborated more on the design
process involved in Phase III to help teachers and neophyte curriculum workers to do their tasks.

Activity 12.

1. Identify the name of the school officials in your district or division.

 What are the priority programs and projects that the DepEd has implemented this school year?

 What are the challenges, issues, and problems they met in their division or district in relation to
 curriculum implementation?

 What are the strategies they are implementing to address these issues, challenges, and problems?

Activity 12.

1. Describe the process of curriculum development practiced by your college or university.

2. Identify the people involved and their level of involvement.

3. Discuss how your college/university addresses several issues and challenges and integrate them in the
curriculum.

Activity 13. Collect samples of syllabus in your school. Examine how each syllabus considers the various
factors affecting the identified curriculum implementation. Write your observation on the space provided.
Activity 14. Reflect on and answer the following questions.

1. Why do you think curriculum evaluation is important?

2. What is the difference between evaluation and assessment?

3. How often do schools evaluation their curriculum?

Activity 15. Reflect on and answer the following questions:

1. What data can be gathered in the classroom and school level?

2. How do these data provide the necessary information for evaluating a curriculum?

3. Do you consider accreditation as a form of curriculum evaluation? Why?

Activity 16. Answer the following questions:

1. What are the necessary requirements for teachers and administrator to implement a standard-based
curriculum?

2. What are the possible pitfalls of a standard-based curriculum?

3. How can curriculum standard influence assessment of learning?

Activity 17.

1. Identify different strategies and approaches done by teachers in designing a curriculum that is culturally
relevant and responsive to the learners.

2. What are the possible benefits of a multicultural curriculum?

Activity 18. Answer the following questions:

1. What indigenous knowledge can be integrated in the curriculum?

2. What are examples if indigenous curriculum implemented in the Philippines?

Activity 18. Answer the following questions:

1. How can teachers develop an ideal curriculum and learning environment that support the principles of brain-
based education?

2. What are examples of brain-compatible curriculum implemented in the Philippines and in other countries?
Activity 18.

A. Answer the following questions:

1. How does differentiated curriculum respond to the needs of special learners in regular classroom settings?

2. What are the possible pitfalls of implementing differentiated curriculum?

Activity 19.

1. How can ICT integration in education help address educational issues on quality and access?

2. What are the difference curricular and instructional innovations related to ICT integration being
implemented in the Philippine schools?

Activity 20.
1. What are the possible benefits of implementing an outcome-based curriculum in higher education?

2. How does OBE support academic freedom?