Mariano Marcos State University

College of Teacher Education

Laoag City

Submitted by:

ULEP, LEO MARK Y.

ANTONIO, REYMARK C.

ARIGUIN, JEAIA A.

OASAY, KRIEZEL JANE T.

VILLATEMA, LARK JOHN G.

(BSEd IV-C PHYSICAL SCIENCES)

Submitted to:

PROF. ALELI R. MARTIN

(SUBJECT TEACHER)
FS4 Exploring the Curriculum
FIELD STUDY

Episode 3
THE TEACHER AS A CURRICULARIST

Name of FS Students: ULEP, LEO MARK Y., ANTONIO, REYMARK C., ARIGUIN,
JEAIA A., OASAY, KRIEZEL JANE T., VILLATEMA, LARK JOHN G.

Course: Bachelor of Secondary Education Major in Physical Sciences

Year & Section: IV-C

Resource Teacher: Amelia O. Ratuita, Adela M. Aguinaldo, Divina Gracia P. Agbunag,

Aurelia R. Domingo, Mrs. Christy Ann Rahon

Date: 01, 02 and 05 August 2015

Cooperating School: Binsang Day Care Center, Nagabungan Elementary School, Davila
National High School, MMSU-CTE
 My Learning Activities

Interview a teacher on the specific roles he/she plays as a curricularist.

Activity 1 Your interview must include a teacher in basic education and in the tertiary
level. Complete the matrix below.

Levels Roles as a Curricularist

Early Childhood  To help the preschool children become
physically fit and healthy through
Name of Teacher: Amelia O. Ratuita proper care and nutrition monitored
School: Binsang Day Care Center growth and development, and early
Signature: detection of disease or disability.
 To develop the child’s self-confidence,
self-expression and self-discipline.
 To provide comfort and safety to the
child as well as protection from all kinds
and forms of neglect, abuse, cruelty and
exploitation.
Elementary “For me, as a curricularist you are a
Planner, Knower, Initiator, Writer,
Name of Teacher: Adela M. Aguinaldo Implementer, Evaluator and Innovator. You
School: Nagabungan Elementary School study the curriculum as you take your
Signature: profession. Every now and then you make
lesson plans, instructional materials, assess
the learning of the students, and also never
cease to improve your credibility as a
teacher. The DepEd offers seminars and
trainings for us teachers to attend and learn
the new trends of education if ever there
are.”
Elementary
“The teacher makes daily plan of her
Name of Teacher: Divina Gracia P. Agbunag lessons based on the curriculum which
School: Binsang Elementary School serves as her guide in teaching.”
Signature:

Secondary Level
Planner, Evaluator, Writer, Knower,
Name of Teacher: Aurelia R. Domingo Implementer, Innovator, Initiator
School: Davila National High School
Signature:
Secondary Level

Name of Teacher: Sherwin C. Ubando Planner, Evaluator, Writer, Knower,

School: Solsana National High School Implementer, Innovator, Initiator
Signature:
Tertiary level “I am an implementer of the curriculum. I
implement and make sure that the
Name of Teacher: Prof. Christy Ann Rahon competencies required in the curriculum are
School: MMSU-CTE covered in the subject I teach. I also update
Signature: the syllabus to be in line with current
events/situations and strategies in teaching.
I see to it that I provide challenging
activities that will develop critical and
analytical thinking of the students.”
 After the interview, get samples/pieces of evidence to show that the teacher
Activity 2 is a curricularist. Write/Paste or post them here.

“See attachments.”
 Research in the library and look for a topic about the role of a teacher as a
Activity 3 curricularist. Complete the template below:

Research Title:
170 Teachers Interview Questions and Answers
Researcher:
Ruel Domingo
Findings:
The Teacher as a Curricularist:
• Provide a specific excellent lesson that you will teach.
• Concentrate on the key points of the lesson and how you will use the information to make
the lesson successful.
• Plan for your lessons in advance.
• Affirm that you always analyze the strengths as well as the weaknesses of your lessons.
• Concentrate on analyzing what will go wrong on your lesson for advance resolution.
• Show a way to enhance the quality of the lessons such as making the lesson less
complicated, utilizing useful resources, discuss with your colleagues and consider your
classroom management.
• You must have a vision and a clear goal for your lessons to prevent failures.
• Explain or describe an example in which your lessons are reflected clearly to stress
comprehension.
• Emphasize qualities that are valuable in learning the lessons to be attained.
• Present clear understanding lessons and explain why the learners need to learn them.
• In order to give a high quality instruction, you should express your willingness and
competence to keep your lesson district in line.
• You have to include up-to-date activities. A wide variety of activities can create a much
conducive and exciting classroom atmosphere.
• You have to maintain a constantly developing curriculum. You have to update and
improve your lessons and subject knowledge to give legal lessons.
 My Reflections/ My Insights

ULEP, LEO MARK Y.

BSEd IV-C

Aware of the roles of teachers as a curricularist, how do you perceive your role as curricularist?

A teacher has to actualize his/her profession with knowledgeably taking into consideration the so
called curriculum. Curriculum is the framework of education. It is said that it is the overall educational
values and experiences provided for the learners. With such claim, a teacher, therefore is a curricularist. A
curricularist is a professional who is a curriculum specialist. A teacher, as a curricularist, has to initiate,
plan, write, know, innovate, implement and evaluate the curriculum.

A teacher initiates the curriculum. Everything changes so as curriculum does. There are, indeed,
changes in the trends of education and consequently the authority has to find ways in order to address
these changes. As a teacher being concerned with student’s learning, whatever changes in curriculum,
most preferably good, he/she should be the one who firstly take it. He/she should be glad and waves up
the said curriculum with belief that it will really enhance learning. Indeed, by this time, he/she is an
initiator of curriculum.

A teacher has to abreast with the curriculum. He/she must know the contents, approaches and
even methods of the curriculum. For instance, the K to 12 curriculum provides newly sets of
competencies and standards for the learners to be acquainted with. Thus, as a teacher you should be
knowledgeable enough with the curriculum. Doing such makes a teacher as a knower of curriculum.

Before really implementing the said curriculum, a teacher has to make a plan. The plan will
contain the knowledge concepts, subject matter or content, the desired outcomes, support materials,
learner’s needs and interests, etc. Common example of a planned curriculum is the daily lesson plan.
Consequently, as the teacher makes plan, he/she has to lay it in a paper which serves as a record that
he/she has done planning. Some of the things that a teacher has to lay on paper are the instructional
guides, modules, laboratory manuals, worksheets and among others. By this time, a teacher is said to be a
planner and writer of the curriculum.

A teacher innovates the curriculum; he/she execute his creativity and critical thinking in dealing
with curriculum. In here, he/she has to find variety of effective ways in executing the curriculum. He/she
needs to innovate the curriculum considering the differences among learners, changing people and
society’s preferences, and with preferable teaching and learning strategies. With these, therefore make a
teacher becomes a curriculum innovator.

In order for a curriculum to fully realize, it has to be actualized. After the teacher has planned the
curriculum and made some sort of hallmarks on it, he/she has now to put it in action. This moment is said
to be the very life of the curriculum. It is, indeed, the actual performance if it is compared to dancing or
singing. By this time, you will see the highlights and even flaws. This is, indeed, during the actual
teaching-learning process.
 To say that a curriculum is a good one or it has obtained its prime purpose, a teacher has to make
ways to test or evaluate it. In a normal classroom undertaking, this is now the part where the teacher gives
a summative assessment to see whether his/her instruction is somewhat/somehow effective in giving the
learners eruditions. This time also he/she is able to judge or reflect with himself/herself and with the plan
he/she has made. He/she raises question like “does the plan has to be revised, improvised or adapted for
future use.

The different roles presented are those which a teacher does in his profession. The efforts and
sacrifices doing these tasks qualify a teacher as a curricularist.
 My Reflections/ My Insights

ARIGUIN, JEAIA A.
BSE IV-C

Aware of the roles of teachers as a curricularist, how do you perceive your role as curricularist?

The role of a teacher in the classroom is not only as a facilitator, counselor, or an evaluator. It
seems that some of us only think that these roles are done by the teacher everyday, but the role of a
teacher does not end being like that; there is a broader and more complex role they are done everyday and
that is being a Curricularist.

To clarify things, Curricularist refers to a professional who is curriculum specialist (Hayes 1991).
A teacher handles a curriculum which is being followed to make the learning process more effective, and
this curriculum is done in the classroom. In past discussion, a teacher as a curricularist is a knower, writer,
planner, initiator, innovator, implementor, and evaluator of the curriculum.

As a future teacher, I need to have these seven different roles to be a responsible teacher in the
future and to be a Curricularist. To perceive my role as a knower is to start knowing the curriculum, we
need to know what the curriculum is about; the content or the subject matter to be mastered. A
curricularist writes the curriculum. As a future teacher, we take down important ideas and concepts and
write it as a module, laboratory manuals or as a reference material for the students to have easier
understanding about the lesson. In planning the curriculum, we must make annually, monthly and daily
curriculum, lesson plans as well, it will serve as a guide in everyday teaching. The learning process will
be more effective if the curriculum is planned well. We need to consider the subject matter and the
desired outcomes in planning, and that will make us a good planner of the curriculum. To be a good
initiator of the curriculum, we must implement new curriculum that the educational agencies
recommended foe the improvement of high quality of education. As a future teacher we have to be open
minded and we have to assure that the new curriculum will be effective in the leaning process. A
curriculum is not eternal, it changes. One cannot stick in only one strategy, and when it does the
motivation, excitement will easily fades, and as time passes, it will get bored. To be a good teacher, one
must be creative in teaching strategies and must properly innovate the curriculum. The effectiveness of
the written and planned curriculum depends on the implementation, as future teacher, to perceive this
role, we must improve ourselves, and we must think an appropriate way of implementing the curriculum
that will fit in the learning process. Lastly, to be a good evaluator, we must consider the learning
outcomes. We must see to it that the desired learning outcomes are achieved, assures the effectiveness of
the curriculum in the learning of our learners.

To be a teacher is to be curricularist, there are many ways in perceiving our roles as a future
curricularist, it will be our choice. The important is we have to be a responsible teacher that offers
learners en effective and more interactive learning inside the classroom.
 My Reflections/ My Insights

KRIEZEL JANE T. OASAY

BSE IV-C

Aware of the roles of teachers as a curricularist, how do you perceive your role as curricularist?

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.
According to Hayes, 1991; Ornstein & Hunkins, 2004; Hewitt, 2006 they used the word curricularist to
describe a professional who is curriculum specialist. A person who is involved in curriculum knowing,
writing, planning, implementing, evaluating, innovating and initiating maybe designated as curricularist.
A teacher’s role is broader, so what does a teacher do to deserve the label as curricularist? The classroom
is the first place of curricular engagement. In school where teachers experienced the meaning of schooling
through learners and teachers interaction. Hence, curriculum is the heart of schooling.

As a future teacher, I will be a knower, writer, planner, initiator, innovator, implementor, and
evaluator. As a teacher, knowing the curriculum is very important; I have to master the subject matter;
take records of concepts; make a lesson plan or daily plan that serve as my guide or blueprint in
implementing the curriculum. The teacher takes consideration several factors in planning a curriculum.
These factors include the learners, material, time, content, and desired learning outcome. In order for the
curriculum implemented, it requires open-mindedness and full belief that it will enhance learning.
Creativity and innovation are trademarks of an excellent teacher. I modify my activities to suit the
learners. I monitor if my students are learning or not. I need to know the different cultures and traditions
of the learners, their strengths and weaknesses as well as their capabilities. As a curricularist, I take
consideration in order for the curriculum to be successfully implemented with the help of others.
 Integrating Theory and Practice

Directions: Read the items given below and encircle the correct answer.

1. This curricularist uses unique and out-of-the box strategies to make his/her class highly
engaging. He/she is a/an _________.
A. knower
B. innovator
C. writer
D. implementer

2. This curricularist has published researches, books, manuals, and other instructional materials.
He/she is a/an _________.
A. implementer
B. evaluator
C. planner
D. writer

3. This curricularist attends seminars, workshops and pursues graduate work. He/she is a/an
__________.
A. innovator
B. knower
C. writer
D. evaluator
 Learning Portfolio
References:

Cremin, L. A. (2002). American Education. N Y: Harper & Row.

Cuban, L. (2003). How Teachers Taught. N Y: Teachers College Press.
Dewey, J. (2006). Democracy and Education. N Y: Free Press.
Jervis, K. & Carol, M. (2001). Progressive Education. N Y: Teachers College Press.
Kliebard, H. M. (1995). The Struggle the American Curriculum. N Y: Routledge.
Ravitch, D. ( 2000). Left Back. N Y: Simon & Schuster.
Reese, W. J. (2001). Origins of the Progressive Education." History of Education Quarterly 41: 1-24.
Zilversmit, A. (2003). Changing Schools Chicago: CU P.

Divina Gracia P. Agbunag of

Binsang Elementary School
FS4 Exploring the Curriculum
FIELD STUDY

Episode 4
THE TEACHER AS A KNOWER OF CURRICULUM

Name of FS Students: ULEP, LEO MARK Y., ANTONIO, REYMARK C., ARIGUIN,
JEAIA A., OASAY, KRIEZEL JANE T., VILLATEMA, LARK JOHN G.

Course: Bachelor of Secondary Education Major in Physical Sciences

Year & Section: IV-C

Resource Teacher: Karla Joy Andres, Lady Tiffany Lorenzo, Mrs. Aurelia R. Domingo
Davila National High School, Maribel A. Salacup, Mrs. Myrna Castro

Resource Parent: Wilma Ariguin, Lailani Villatema, Marilyn Tabua

Resource Student: Karla Joy Andres, Lady Tiffany Lorenzo

Date: 01, 02 and 05 August 2015

Cooperating School: MMSU-College of Arts and Sciences, MMSU-College of Teacher

Education, Davila National High School, Binsang Elementary School, Shamrock
Elementary School
 My Learning Activities

Interview an Administrator, a student, and a parent. Find out their view points
Activity 1
on the traditional and progressive curriculum.

Name of Student: Karla Joy Andres

School: MMSU-College of Arts and Sciences
Signature:

Aspects Traditional Progressive

The teacher gives only the The teacher is more on activities,
Roles of Teacher concepts. and the learning is more hands-on
and experiencing.
The students are just listening The students participate in the
Roles of Pupils to the teacher while lecturing. activity given by the teacher.

Modes of Instructions Lecture Activities

Photo copied materials, LCD

projectors, educational videos,
Instructional Materials Manila paper even educational games are
considered as an instructional
material.

Modes of Assessment Multiple choice type Portfolios, journals, role-playing

Name of Student: Lady Tiffany Lorenzo

School: MMSU-College of Teacher Education
Signature:

Aspects Traditional Progressive

Roles of Teacher He/she is the sole provider of
knowledge or information.
Roles of Pupils They are merely passive
learners.
Modes of Instructions Lecture/discussion
He/she is just the facilitator of
learning.
They are active learners.
Activities, experiments, etc.

Instructional Materials Manila paper, chalk and board Photo copied materials, LCD
projectors, educational videos, an
even educational games
 Modes of Assessment Traditional paper and pencil
test and prone to objective type
of test.
Interview a teacher and an administrator. Find out their view points on the
Activity 1.1 traditional and progressive curriculum.
Name of Faculty Member: Mrs. Aurelia R. Domingo
School: Davila National High School
Subject Areas Taught: Mathematics
Signature:
Aspects Traditional
The teacher in traditional
curriculum more focuses in the
Roles of Teacher knowledge and concepts of
different disciplines that are
given to the students.
The students here are just
Roles of Pupils listening; they easily get bored
especially on lecturing.
Modes of Instructions Lecture
Back then, manila papers are
the best instructional materials
that are used.
Instructional Materials
Paper-pencil type which
includes multiple choices,
matching types, fill in the
Modes of Assessment blanks, enumeration, true or
false and identification.
(Authentic assessment)
Portfolios, journals, role-playing,
product-based or performance-
based assessment
Progressive
In the Progressive, the teacher
makes the learning more
experiencing by giving
interactive activities to the
students.
The student will motivated
because of their participation in
the activities given by the
teacher.
Interactive activities
Now, there are many things that
can be considered as an
instructional material, but it
must be available. LCD
Projectors are widely used as an
instructional material today,
which is very effective.
More on interactive activities
and higher thinking skills which
includes essays, portfolios,
journals, experiments, role-
playing, simulations and other
hands-on activities that are
related in real-life situations.
Name of Faculty Member: Maribel A. Salacup
School: Binsang Elementary School
Subject Areas Taught: All Subjects
Signature:
Aspects Traditional
 Teach children by
lectures
Roles of Teacher  Book concentrated
They are just lecturing
Roles of Pupils
Modes of Instructions Chalk and blackboard
Manila paper, cut-outs,
Instructional Materials flashcards
Modes of Assessment Paper and pencil test
Name of Faculty Member: Mrs. Myrna Castro
School: Shamrock Elementary School
Subject Areas Taught: General Education
Signature:
Aspects Traditional
She presents words or
Roles of Teacher statements and merely
discusses it to the class.
Acquire the concepts provided
Roles of Pupils and memorize it as possible.
They are purely listeners during
discussion. They are passive
learners.
Modes of Instructions Lecture, Oral presentation
Instructional Materials Manila papers, board, chalk
Progressive
 Teach children by let
them do group activities.
 Facilitator
 Having group activities,
reporting
 Doing research
 Uses of multimedia
 Laptop, tv, dvd, projector
Multimedia, slides, cds,
projector,
 Photocopy/Xerox
 Workbook
 Test questions
Progressive
She must guide her pupils for
them to learn the concept that
she is teaching.
They actively participate in
given activities
Demonstration and more on
engaging activities (e.g. games,
simulations, etc.)
LCD Projector, laptop and other
technological equipment that are
suited to the students learning.
 Modes of Assessment
Tests, quizzes, long exams
Laboratory activities, portfolios,
journals and essay are among
the assessment methods a
teacher can utilize in this
progressive curriculum.

Name of Faculty Member: Robert Martin

School: Gabu National High School
Subject Areas Taught: Chemistry and Physics
Signature:

Aspects Traditional Progressive

Teacher is authoritative Teacher is facilitative
Roles of Teacher
Students taken as empty vessels Students are independent of
Roles of Pupils and receiver teacher, attentive, self-motivated

Modes of Instructions Lecture, Oral presentation Demonstration and more on

engaging activities (e.g. games,
simulations, etc.)

Instructional Materials Manila papers, board, chalk, LCD Projector, laptop and other
textbooks are in use technological equipment that are
suited to the students learning.

Modes of Assessment Traditional paper and pencil Discussions are learners-led

test open-ended discussions applied
prescriptive multiple
intelligences

Students are authentic

mastery multi-level

Name of Administrator: Mr. Robert Rafada

School: Tangid Elementatry School
No. of years of Administrative Experience: Principal 1- Four Months
Signature:

Aspects Traditional Progressive

He/she is the sole provider of
Roles of Teacher knowledge, and provides
learning activities solely based
on books.
He/she has to facilitate learning.
He/she has to prepare learning
activities which welcomes
multiple modes of
demonstration or presentation
from the learners.
 They have to memorize all the They have to extend their
Roles of Pupils knowledge given solely by the learning outside the school, and
teacher. manage their learning with the
assistance of the teacher.

Modes of Instructions Teacher-centered Student-centered

Instructional Materials Chalk and Board Multimedia like LCD projector,

Laptop, Television and even
smartphones

Modes of Assessment Traditional paper and pencil Performance-based or product-

test and more on objective based assessment
types of test. They have to make projects,
portfolios, journals,
Investigatory projects, etc.

Interview a parent. Find out his/her view points on the traditional and
Activity 1.2 progressive curriculum.

Name of Parent: Wilma Ariguin

Highest Educational Attainment: 3rd year college
Signature:

Aspects Traditional Progressive

Teachers are the one who give Teacher gives lot of activities
Roles of Teacher the knowledge to the students. that the student enjoys.
Students listen carefully to the Students are participating in
Roles of Pupils teacher while class discussions. activities given by the teacher.

Modes of Instructions Lecture Activities

Instructional Materials Manila paper, cardboards Projectors, computers, power

point presentation.

Modes of Assessment Matching type and multiple Essay type, experiments.

choices.
Name of Parent: Mrs. Lailani G. Villatema
Highest Educational Attainment: Vocational Graduate (Four Years)
Signature:

Aspects Traditional Progressive

Teachers are the one who give Teacher gives lot of activities
Roles of Teacher the knowledge to the students. that the student enjoys.
Students listen carefully to the Students are participating in
Roles of Pupils teacher while class discussions. activities given by the teacher.

Modes of Instructions Lecture Activities

Instructional Materials Manila paper, cardboards Projectors, computers, power

point presentation.

Modes of Assessment Matching type and multiple Essay type, experiments.

choices.

Name of Parent: Marilyn Tabua

Highest Educational Attainment: High School Graduate
Signature:

Aspects Traditional Progressive

The teacher is the only one The teacher is a facilitator.
Roles of Teacher who is giving ideas, the so
called spoon-feeding.
The students are just sitting The students are reporting
Roles of Pupils and listening.
Using chalk and blackboard Uses of multimedia.
Modes of Instructions in class discussion.

Multimedia (e.g. LCD

Instructional Materials Cut-outs, manila paper projector, television,
smartphones,
Workbook, modules,
Modes of Assessment Paper and pencil test portfolios, journals, etc.
 My Reflections

Both traditional and progressive views of education take into account the needs of the student, the
teacher, and the role of the curriculum. However, traditional and progressive forms of education differ
greatly in their approach.

The traditional curriculum was set in a manner that the students had to memories facts as well as
formulas that were never ending. This academic curriculum was dreary as well as remote based on the
view point of the youthful interests. The students were exposed to a situation of listening to recitations
only. Lead discussions were a nightmare in the traditional curriculum. There was an austere type of life in
the entire classroom. The rules as well as the regulations governing the conducts of the students were
established in unilateral manner by the teachers.

Contrary to the traditional curriculum unflattering sketch, progressive curriculum was

accompanied a practical type of education that was even more pleasant as well as interesting to the
students. This type of curriculum was in a position to offer an education that was centered to the interests
of the child. This is in contrast to the traditional type of curriculum that was practically grounded on
authority based on ponderous text books as well as a very stern teacher. The condition of the traditional
curriculum made the students less willful. The students also resembled some obstreperous creatures in
need of a kind of taming. The students were also naturally curios as well as creative. They exhibited
worthwhile interest of a very wide range. The interests qualified for honor by humane pedagogy as well
as a broader curriculum.

Furthermore, the introduction of progressive curriculum came with a shift in the procedures of
instructions as well as delivery of materials to the students. This curriculum was responsible for the
envisioning of the teacher in form of a facilitator. This quality contributes to the encouragement of the
students to rake active role in the class discussions as well as the group projects. This made the whole
process of learning to become fun therefore improving the morale of the students. The introduction of the
field trips as well as the films in the progressive curriculum blurs the boundary of class work and student
play. The curriculum also demands the patience of the teacher and not being strict as well as staying
aloof. This makes the class atmosphere to be community that is democratic with fair rules and a chance
for all to speak and therefore comfort and success ensues.

The curriculum has a traditional point of view as well as progressive point of view, each has
salient features. In spite of these differing features, we cannot deny the truth that somehow they
complement each other. Basically, progressive point of view is just the improved version of the traditional
point of view. It is said to be improved because it has to consider the changing preferences of the people
and of the society, which became complex and somehow technical in nature.
 Research on the differences of the traditional and progressive curriculum;
Activity 2
accomplish the H-Chart given below. Write the similarities at the center
and the differences on each side.
Traditional
Curriculum
 Teacher-centered
 Teacher spoon feeds learners
with information; the teacher has
tedious work for being the sole
provider of knowledge.
 Some teachers lack credibility to
teach such subject/s.
 Isolated curriculum
 Education for next school level
 Learning by drill
 Product-oriented
 Presents concepts to be
memorized
 Focused on defining and recall of
information
 Lack of integration of concepts to
the real world.
 Quantitative assessment
 Paper and pencil test
 Teaching to the test
 Lack of instructional materials,
equipment, technologies and
facilities
 Crowded classroom
 Individual work among learners
is often observed.
 Uses books that have some
obsolete ideas.
Progressive
Curriculum
 Student centered
 Maximizes student’s
participation: teacher as
facilitator
 Departmentalized, that is, for
Similarities instance, Grade 8 Physics
teacher teaches only grade 8
 They are both geared toward a
physics subject.
certain goal- student’s learning.
 Integrated curriculum
 They are made to maximize the
 Education for the moment
learning and the learning
 Makes use of many varied
experiences of the learners
ways of learning
 They both serve as guiding
 Presents concepts for inquiry
principle of teaching and
learning
learning.
 Process counts more than the
 They both require superior
product.
planning and implementation.
 ‘HOTS’ is at its utmost stake.
 They both have their own
 Provides examples with the
strengths and drawbacks.
bigger world- reality.
 Individual differences among
 Qualitative assessment
learners are their best asset.
 Performance test
 Authentic assessment:
Application of knowledge and
skills.
 Introduces various teaching
strategies to address the lack of
instructional materials. It also
uses modern instructional
materials that are suited to
time and to the needs of the
learners.
 Low student-teacher ratio
 More on collaborative
learning
 Offers revised and more
updated secondary source of
information.
 My Personal Insights
Indeed, learning makes traditional and progressive curriculum complementary and clashing;
this makes us choose which is best suited. Basically, traditional and progressive curriculum may
differ in features and characteristics, but both of them share common goal, to provide the learner
the education, knowledge, skill and values to fully develop him/herself: They both are aimed to
‘learning’. Significantly, progressive curriculum is just an extension of the traditional
curriculum. The progressive curriculum actualizes the knowledge and skills gained from
traditional curriculum. However, to some extra credit or advantage of the other, we should
weigh, not just the ‘quantity’, but also the ‘quality’ of learning provided by such curriculum. In
certain curriculum, what really counts is the quality of learning.
Traditional and progressive curriculum both have common goal, but progressive curriculum
declares its advantage from the other. In highlighted comparison, traditional curriculum focuses
on providing the learners with the concept, knowledge and skills, and it often ends up there. The
learner’s rich repertoire of knowledge and skills could be his best asset when in terms of learning
campaign. On the other hand, progressive curriculum provides learner the knowledge and skills
as well as the opportunity to exercise or apply these to the real world or to make something
authentic out of these. Therefore, it gives more index to the psycho-motor domain (creation) than
traditional curriculum does, in which cognitive and affective domains get concerned more.
Moreover, learner is given a chance to explore his wide, genuine capability; they are, not just
bound in the memorization or understanding skills, but welcomed to appreciate higher order
thinking skills such as creation, analysis, evaluation, etc., and also inquiry-based type of
learning. The Progressive view believes that it is not enough to just know the concepts and be
able to recite the theories and definitions learners must be able to actualize these information
they learn and apply them on different and real life situations. With this comparison, progressive
curriculum gets wider avenue of actualization of learning, thus making it more meaningful than
the other one.
The better quality of learning provided by the progressive curriculum than the traditional
curriculum suggests that we must pursue and recognize it. Traditional curriculum is far if we
compared this to progressive curriculum. Progressive curriculum has the characteristics and ways
that will help learner address the different 21st century skills. Along with these skills that
progressive curriculum might address are: learning and innovation skills; information,
technology and media literacy skills; and life and career skills. These skills are impossible to
address using the traditional curriculum. For instance, it is impossible to deal with critical
thinking or knowledge inquiry under traditional curriculum, which is only concerned in the
presentation of information to be memorized. All of these will be addressed by shifting to
progressive curriculum.
Nevertheless, based on my observation, traditional curriculum was still dominantly used by
some school. This may be due to some unavoidable circumstances like limited time span, lack of
educational resources, and lack of willingness among administrators or educators. From my own
remark, some educators focus more on the cognitive development than the application and
evaluation of what was learned. Thus, shifting from traditional to progressive curriculum causes
restraints and it requires a lot of efforts and willingness to practice what is supposed to be taken
account of.
Traditional and progressive curriculum share common goal, to provide learning; this makes
them complement to each other. Basically progressive curriculum is just an extension of the
traditional curriculum. However, the level of learning being acquired makes them clashing. The
progressive curriculum provides more evocative learning than the traditional learning; it
actualizes the learning acquired from the traditional curriculum. With today’s generation, we
must shift from traditional to progressive in order to address the changing time and changing
preferences. However, some drawbacks are on our roads. We might face lack of educational
resources, human resources, etc. Nevertheless, to whatever curriculum it is, what counts the most
is the- quality of learning.
 Call up your friends from other Teacher Education Institutions. Find out
Activity 3
what is their point of view of curriculum. Put a check mark on the
corresponding column.

Name of Traditional Progressive Both

Students/Schools

1. John Reb P.
Acebu/Divine 
Word College

2. Charmaine
Soriano/North 
Western
University

3. Jeslee
Crisologo/CIT- 
BTTE

4. Jasmin Vila/
Divine Word 
College of Laoag

5. Joanna
Gaoiran/Divine
Word College of 
Laoag

My Personal Insights
The curriculum as being experienced by the students from different educational
institutions for them is considered being both traditional and progressive. This is, indeed,
because, for instance, some schools sometimes lack facilities and they bound to traditional
instructional materials. Likewise, in the classroom, diverse learners could be found. Learners
differ with their learning preferences or in the best way they could learn. With this diversity,
educators must utilize and organize various learning principles, methodologies, strategies and
styles to address every learner and to ensure that his/her effort in learning be recognized. There
are learning styles that traditional curriculum could not attend but progressive curriculum could,
and vice versa.
 Integrating Theory and Practice

Directions: Read the items given below and encircle the correct answer.

6. When a school believes that curriculum should highly focus on Math, Science and other
fundamental intellectual disciplines, this school believes in the curriculum view
of_________.
E. John Dewey
F. Hollis Caswell
G. Arthur Bestor
H. Phillip Phenix

7. The following are characteristics of progressive curriculum except.

E. focuses on the experiences of the students and supervised by the teacher.
F. takes into account all the curricular elements and tests these elements through real life
application.
G. the classroom is the only one place for the students to learn; learning can take place
anywhere.
H. knowledge that comes from various disciplines should be the focus.

8. In analyzing the curriculum, the teacher should consider the following except.
I. vision, mission, goals and core values of the school
II. learning resources and faculties of the school
III. needs and interests of the learners
IV. all must be considered
E. I only
F. II only
G. III only
H. I, II and III
 Learning Portfolio

References:

Cremin, L. A. (2002). American Education. N Y: Harper & Row.

Cuban, L. (2003). How Teachers Taught. N Y: Teachers College Press.
Dewey, J. (2006). Democracy and Education. N Y: Free Press.
Jervis, K. & Carol, M. (2001). Progressive Education. N Y: Teachers College Press.
Kliebard, H. M. (1995). The Struggle the American Curriculum. N Y: Routledge.
Ravitch, D. ( 2000). Left Back. N Y: Simon & Schuster.
Reese, W. J. (2001). Origins of the Progressive Education." History of Education Quarterly 41: 1-24.
Zilversmit, A. (2003). Changing Schools Chicago: CU P.
 Science 7th grade students’ portfolios

Grade 7 science learner’s modules for the new k to

12 curriculum.
 Students’ corrected, recorded activity write-ups and summative exams.

Provided materials for the experiment “substances and mixture,” and some instructional
materials for the class.

“Interview process with Mr. Robert Martin about his views with traditional
and progressive curriculum”