DOMAIN 4: Curriculum and Planning

STRAND 1:
PLANNING AND MANAGEMENT OF THE TEACHING AND LEARNING PROCESS

Education Theory

 Developmentally appropriate learning principles and strategies are based on the philosophy of
learner-centered education that focuses on responding to the nature, needs, and interests of
the learners.
 One of the instructional demands for the implementation of k to 12 curriculums as stated in
republic act 10533. Otherwise known as enhanced basic education act of 2012.

First model of curriculum development.

(ralph tyler 1949) emphasizes that understanding the learners is one of the important sources of
curriculum.

Coople and Bredekamp (2006) identify the two things that teachers need to do to successfully engage in
developmentally appropriate practice in their classes;
1. Meet learners where they are, as individuals and as a group; and
2. Help learners attain challenging and achievable goals that contribute to their ongoing
development and learning.

PRINCIPLES OF DEVELOPMENTALLY APPROPRIATE LEARNING:

• Each learner has different learning styles, thinking preferences, abilities, strengths and
weaknesses;
• Experiences have profound influence in learning;
• Learning should address all areas of development.
• Learning must be holistic.
• Learning happens when the learner feels emotionally and physically secured and mentally
engaged;
• The cultural background and the family and social values of the learner influence learning; and
• Affective learning and motivation are important in promoting effective learning.

STRAND 2: Aligning Learning Outcomes with Learning Competencies

 The k to 12 basic education curriculums is a standard-based curriculum.

DepEd Curriculum Standards

1. Content Standards
- Identify and set the essential knowledge and understanding that students should learn.
2. Performance Standards
- Describe the abilities and skills that students are expected to demonstrate in relation to the
content standards and integration of 21st century skills.
3. Learning competencies
- Refers to the knowledge, understanding, skills, and attitudes that the learners need to
demonstrate in every lesson.

Curriculum alignment
Types of Curriculum alignment

1. Macro-level
- It ensures that the curriculum standards are relevant and responsive to the needs of the
students, demands, and needs of the society, and the nature of discipline.
 2. Micro-level
- Ensures that the learning outcomes are aligned with learning competencies prescribe in the
curriculum.

STRAND 3: Relevance and responsiveness of Learning Programs

• Learning programs are designed to help the students reach the desired curriculum goal and
objectives.

• Learner-centered education is one of the promising products of the progressive movement in

education. (Omstein and hunkins 1993)

• Refers to kind of education that considers the knowledge, skills, abilities, attitudes, interest, and
beliefs that learners bring into the classroom. (Curtis and Carter 1996,Omstein and hunkins
1993)

• It also pays attention to the needs, concerns, expectations, and the natural environment of the
learners. (Dewey 2001, Gandini 1997).

Learning programs planned and implemented by the DepEd:

• Special Program for Arts and Sports

• Special Program for Foreign Language
• Special Science Education Project
• Curriculum for the Gifted
• Transition Curriculum for Learners with Special Education Needs
• Special Education Program
• Indigenous Peoples’ Education
• Inclusion Program
• Homeroom Guidance Program
• Service learning
• Project-based learning
• Literacy Program
• Robotics and ICT Programs
• Performing Arts Programs

STRAND 4: ENRICHING TEACHING PRACTICES THROUGH PROFESSIONAL COLLABORATION

Professional Collaboration

 Is important to empower teachers in shaping society’s young minds. It will also enrich their
teaching practices and skill sets.
 “Teachers need to reflect on their teaching practices” (Danielson, 2007)

Why do we have to reflect on our teaching practice?

 They need to commit themselves to continuous improvement that requires professional

collaboration with colleagues. Implementing a collaborative task of the whole school. It is never
an individual task.

 Teachers need to share their experiences and expertise to improve the implementation of the
curriculum.

IMPLEMENTATION OF K TO 12 BASIC EDUCATION CURRICULUMS (RA 10533)

INSTRUCTIONAL APPROACHES NEED TO BE APPLIED BY THE TEACHERS:

- Learner-centered, inclusive, and developmentally appropriate

- Relevant, responsive and research-based
- Culture sensitive
- Contextualize and global, and
- Constructivist, inquiry-based, reflective, collaborative, and integrative pedagogical
approaches.

STRAND 5: Important features of an excellent teaching and learning resources

1. LEARNER-CENTERED
- Address the needs, interest, learning style, and thinking style of the learners;
2. VALUES-ORIENTED
- Enforces the importance of learning, sharing, and creating knowledge to improve peoples’
lives and develop communities;
3. PROCESS AND OUTCOME-DRIVEN
- Contains activities that engage students in meaningful and challenging learning:
4. DIFFERENTIATED LEARNING
- Address different learning needs, learning styles, and thinking styles;

5. ICT-INTEGRATED
- Allows the learners to utilize technology as a learning tool (blended learning); and
6. EXCELLENT CONTENT
- Provides valid and updated content (this is for print materials like textbooks and other
references).