Teacher and The School Curriculum OBTLP

A.
PROFILE
Professor : Dr Frederick W Gomez
College : Education
Department : Social Studies
School Year/Semester : 2019 – 2020 / 1st Sem
Lecture Hall/Rm Nos : T2
LET Number : 1100345
Cell Phone No : 09266584071
E-mail Add : gomez_072364@yahoo.com
Consultancy Hours : MW8-10/TTH8-10/1-4/F8-12/1-5
Publication : http://www.google.com.ph/Scrib (PoS, Res, Philo, Hist, Educ)
Tutorial/Personal Hours : by appointment
Tutorial/ Virtual Hours : Yahoo-messenger/Skype
B. COURSE
Course Title Education 4

Subject Discription The Teacher and the School Curriculum
Course Description CMO No. 75, s. 2017
This course includes the fundamental concepts and principles in curicullum and curriculum development as a foundation to engage prospective teachers as curricularists. The more active role of the teacher
in planning, implementing and evaluating school-ccurriculum as well as in managing school curriculum change and vis-à-vis various context of teaching-learning and curricular reforms shall be given
emphasis.
Course Credits 3units
Contact Hours/week 3hours/week
Prerequisite Minor subjects
Course Outcomes /Program 1. Utilize appropriate various sociocultural and historical materials in explaining current issues;
Outcomes 2. Organize communities towards self-reliance and self-sufficiency;
3. Demonstrate leadership skills that will help in teaching or training students who will empower their communities;
4. Integrate local and global perspectives in teaching the principle of the common good;
5. Employ the principle of sustainable development in teaching and learning;
6. Show scholarship in research and further learning; and
7. Display the qualities of an innovative teacher who has mastery f the subject matter.
C. OBJECTIVES
Course Objectives / Performance Indicators Summative Assessment Task Details

CMO No. 75, s. 2017
1. a. Relate current events with available historical data to help students This course includes the fundamental concepts and principles in
develop critical perspectives towards social studies; curicullum and curriculum development as a foundation to engage
======================================
VISION: A premier community-based institution forming holistic individuals.
MISSION: Tagoloan Community College provides quality instruction, research and extension for a competitive and contended global workforce preferably as entrepreneurs with passion and commitment to serve.
PHILOSOPHY: Tagoloan Community College upholds the premise that education is a success if and when the people live a decent and prosperous life through adherence to standards of morality, employment in enterprise and competent
practice of entrepreneurial skills
CORE VALUES : Tranformational, Community – based Competence (Integrity, Accountability, Discipline, Entrepreneurialship & Professionalism)
b. Draw the connections between and among people, events and places This course fundmentally employed the summative assessment task on prospective teachers as curricularists. The more active role of the teacher in
to analyze local and glbal social issues; Individual work, Collaborative effort, buzzing, collage, demonstration, planning, implementing and evaluating school-curriculum as well as in
2. a. Design community – based activities to help learners achieve an cooperative, inquiry-based, data-gathering, collecting, graphing and managing school curriculum change and vis-à-vis various context of teaching-
integrated view of social development; research-based approach which they are measured according to the learning and curricular reforms shall be given emphasis.
b. organized student clubs/activities for community outreach project; and design mechanism and tools attached in this OBTLP. Thus, the teacher and the school curriculum shall focus the following:
c. Conduct public assemblies to increase social awareness. 1. Teacher and the School: Vision;Mission; and Goals (VMGs);
3. a. Train students to be involved in community-related activities; Academic Qualification and Teaching Experiences; Professional
b. Established lingkages with govenemnt and non-government The Prelim Exam and Semi-Final Exam were design to help slow Performance and Scholarly Work; and Faculty Development
organizations to promote public welfate. learner to phase-out their performance. Program; Administrative Organization: Academic and Non-
4. a. Access information from local and foreign media about social issues to academic; and Planning and Development with Linkages and
enhance teaching; Midterm Periodical Exam and Final Periodical Exam were given to Networking.
b. distinguish truthful from false presentation of information from social sum-up their total academic performance. 2. Teacher and School Curriculum: Curriculum & Curriculum
media. making, Curriculum process and development, Courses, Program
5. a. Initiate advocacy campaigns towards the attainment of sustainable All computation and formulas are provided in this OBTLP. of Studies and Prospectus, Planning and Development with
development goals; Linkages and Networking
b. Organize initiatives for stweradship of natural resources; 3. Teacher and the School Curriculum: Physical Plant, Student
c. Participate in activities that promote environmental consciousness; Services and Development, Graduates and Employability
and 4. Research Paper
d. integrate the environmental principles in lerning and teaching.
6. a. Participate in research to improve the teaching and learning of social Problems need to be embraced so that the organization can come up
studies; and with a reasonable solution or solutions. Finally, for schools to be successful
b. Join seminars, trainings, workshops and related activities to improve with change and development, they must believe that creating a culture of
the teaching and larning of the social studies. continuous improvement is the way to adapt to changing needs and
7. a. design innovative strategies that heighten students engagemtn in the conditions. Schools need to continuously assess themselves and have the goal
social studies classroom; and toward self-actualizing (Glickman, Gordon & Ross-Gordon, 2013, p. 293).
b. Produce assessment materials to measure student’s performance. Thus, schools are never perfect or self-actualized.
D. COURSE OUTLINE & TIMEFRAME
Week Course Content / Subject Matter

l Teacher and the School
1 Vision;Mission; and Goals (VMGs);
2 Academic Qualification and Teaching Experiences; Professional Performance and Scholarly Work; and Faculty Development Program
3 Administrative Organization: Academic and Non-academic
4 Teacher and the School Organizational Development (TS-OD)
11 Teacher and School Curriculum
5 Curriculum & Curriculum making,
6 Curriculum process and development,
7 Courses, Program of Studies and Prospectus
8 Planning and Development with Linkages and Networking
lll Teacher and the School Curriculum
======================================
9 Physical Plant
10 Student Services and Development
11 Graduates and Employability
lV Research Paper
12-17 1. Introduction
2. Methods
3. Results and discussion
4. References
E. LEARNING PLAN
Desired Learning Outcomes Course Content/ Textbooks/References Teaching and Lerning Activities Assessment Task Resource Time
(DLO) Subject Matter (TLAs) (ATs) Materials Table
As a future teacher they may be able to relate Vision;Mission; Individual activity & Computer Aided Submit output on one Computer/printer Week1
their personal vision and mission on the https://www. hetl.org/vision/ Instruction. After the student listen and heard (1) whole short size /InternetConnection
course that they’ve enrolled so that they may and Goals (VMGs); the technique & strategy in the formulation and bondpaper VMGs sample
be able to realistically achieve their dream in https://www.edglossary. making the personal vision and mission, they
life. org/mission-and-vision/ are not told to make their own personal vision Quiz & Exam
and mission.
Equip teachers on the needed minimum Academic Collaborative activity & Computer Aided Submit output on a 1 Computer/printer Week2
qualification in order to pass the basic quality https://www.oecd. org/ Instruction. After the 15 minutes facilitating; whole short size /InternetConnection
standard of an institution. Qualification berlin/43541636.pdf Allow the team of a 7 member to surf and bondpaper on the team Institutional Manual
and Teaching explore in advance on the needed qualification preferred qualification sample
Experiences; www.saudijos.org/ of the teaching and non-teaching personnel of the team dream
article.asp?issn=1658- (DepEd & CHED). Let them discover that the teaching personnel
Professional 6816;year=2016 ; teacher and the student is the crown of a critical operated school
Performance volume=3;issue.. and reflective teaching learning experiences in a
and Scholarly Work; conducive learning environment.
and www.unesco.org/ Quiz & Exam
education/pdf/24_234.pdf
Faculty Development
Program
Identify, point-out, emphasize and undertand Administrative Buzzing activity & Computer Aided Submit the team Computer/printer Week3
the role of the Organizational Structure (OS) https://srhe.tandfonline. Instruction. After the 15 minutes facilitating; chosen OS output on a /InternetConnection
in the Human Behavior in the organization Organization: com/doi/full/10. Let the team of the 7 member to prepare at least one (1) whole short size Institutional Manual
(HBO). Academic and Non- 1080/03075079.2017.1421156 3 sample on the Organizational Structure (OS) bondpaer and have a sample
academic either DepEd/CHED to be on the possession of brief explanation at the
https://www.researchgate. the team and be ready for the analyses and back
net/.../274721173_ The_ explanation regarding the organizational
Assessment_of_ Non- protocol. How does it work?
academic_and.. Quiz & Exam
======================================
https://pdfs.semanticscholar.org
/8478/26eee1d54054adedd45b
12a442ed69eba1cd.pdf
Create and make a collage paper that would Teacher and the School Collage making & Computer Aided Submit output in a one Computer/printer Week4
reflect/represent the learning environment of https://www.lawphil.net/ Instruction. After the 15 minutes facilitating; (1) whole short size /InternetConnection
the school, teacher, child and the community. Organizational statutes/repacts/ ra1966/ra_ Let the team of 7 member collect picture that bondpaper Institutional Manual
Development 4670_1966.html has meaning on the teacher participation in the sample
(TS-OD) school and the community. And, let them create
https://www.thoughtco. or make a collage of pictoreal abstract that Quiz & Exam
would convey meaning on the teacher
com/what-is-the-role-
participation/activity.
of-a-teacher-2081511
Understand and relate the role of the Curriculum & Demonstration & Computer Aided Computer/printer Week5
community counterpart in the making of the www.flinders.edu.au/ Instruction. After the 15 minutes facilitating; Submit output in a one /InternetConnection
school curriculum. Curriculum making teaching/ teaching-strategies/ Let the team of 7 member conduct RRLS (1) whole short size prospectus sample
curriculum.../a-curriculum- exploration to understand how curriculum was bondpaper
process.cfm made. Let the team submit their output through
the minutes/ethnographic notes during the Quiz & Exam
https://study.com/academy/ conduct of data gathering and procedure.
lesson/what-is-a-curriculum-
model.html
https://files.eric.ed.gov/
fulltext/EJ1095725.pdf
Identify, learn and determine the role of the Curriculum process Team activity/cooperative/collaborative/ Submit Output in a 1 Computer/printer Week6
school/teacher/student and even the www.flinders.edu.au/ IGNATIAN PEDAGOGY & Computer whole short size /InternetConnection
community counterpart/partners in the and development teaching/.../ curriculum- Aided Instruction. After the 15 minutes bondpaper minutes sample
making/processing/ and developing the development/a-curriculum- facilitating; Let the team of 7 member to prepare
school curriculum process.cfm in advance. After, the 15 minutes deliberation
made by the teacher on curriculum process and
https://study.com/academy/ development the team are task to process and Quiz & Exam
lesson/curriculum-planning- develop the most preferred curriculum that they
process-development.html wanted to make. They are required to
design/format their processing based on the
https://www.kenyaplex. IGNATIAN PEDAGOGY (CERAE). How and
com/ .../16290-what-is-the- why curriculum being process and develop?
difference-between-
curriculum-devel...
Explore and discover courses, program of Courses, Program Cooperative activity & Computer Aided Submit Output in a 1 Computer/printer Week7
======================================
studies and prospectus of the chosen school of Studies and https://www.dlsl.edu. Instruction. After the 15 minutes facilitating; whole short size /InternetConnection
preferred by the student to “realize” their ph/category/downloadable- Let the team of 7 member share and compare bondpaper Prospectus sample
“dream” comes true. Prospectus curriculumprospectus/ the different prospectus and allow them to
discover the difference. What made them
https://www.ntc.edu.ph/ different and how the course, program of studies
downloadables/ bsed-major- and the prospectus direct/guide’s learners Quiz & Exam
social-studies journey on the path of their dream world of
work. Are the curriculum competitive? Why?
https://www.ateneo.edu/ How do they do it? Make an IGNATIAN
ls/undergraduate/academics/ PEDAGOGY for the team CERAE “think
core-curriculum piece.”
Make the IGNATIAN PEDAGOGY using Planning and Inquiry-based Instuction & Computer Aided Submit Output in a 1 Computer/printer Week8
the “think piece” on CERAE and allow the https://cgss.usm.my/images Instruction. After the 15 minutes facilitating as whole short size /InternetConnection/
student to reflect the role of planning officer Development /Tuan_Syed_Yusof- the teacher starts by posing questions, problems bondpaper Planning and Linkages
and linkages personnel in the mechanism of with Linkages and _Sustaining_Collaborations.pdf or scenarios to allow brainstorming to the team & Net working Manual
the School organization. Networking of 7 member, them reflect how planning and Sample
https://www.slideshare.net/ linkages helps the Organizational Development Quiz & Exam
nsjjr/linkages-and-networking- (OD). Let them prepare an IGNATIAN
with-organizations PEDAGOGY using the CERAE “think piece.”
https://www.slideshare. net/
.../the-teaching- profession-
linkages-networking-with-organ.
======================================
Read and “lift” provisions found in the Physical Plant Cooperative and collaborative activity & Submit Output in a 1 Computer/printer Week9
National Building Code of the Philippines www.xu.edu.ph/physical-plant-office Computer Aided Instruction. After the 15 whole short size /InternetConnection/
and relate it to the CHED/DepEd orders on minutes facilitating; Allow the team read in bondpaper physical plant Manual
physical plant requirements. https://www.slideshare. net/... advance regarding the Philippine National Sample
/physical-plant-and-facilities- Building Code and let them “lift provisions”
in-educational-management citing on the “physical plant.” And, let them
also revisit the CMO provisions citing on the
PDF, CMO-No.25-s2005. physical plant and make an IGNATIAN Quiz & Exam
pdf - CHED PEDAGOGY using the CEREAE “think piece.”
Would the team recommend the operation of
PDF, CMO-No.-3- some DepEd/CHED supervise, administered,
Series-of-2018-Policies- controlled institution to continue their
and-Standards-and ... - CHED operation? Why? What can you suggest and
recommend?
www.chanrobles.com/
republicactno6541.htm
https://www.lawphil.
net/judjuris/ juri2004/sep2004/gr_
144159_2004.html
Allow the team to cut & paste desired picture Student Services Collage making & Computer Aided Submit Output in a 1 Computer/printer Week10
on student services and development www.tca.edu.ph/... Instruction. After the 15 minutes facilitating; whole short size /InternetConnection/
(multimedia generated collage paper) by and Development students-services/ 30-office- of- Let the team of 7 member collect picture on bondpaper Administrative and
“conceptualizing” their collage according to student-services-and-development Student Services and Development to prove as Sudent Manual Sample
the “theme” or “abstract” picture that the an evidence that this mechanism and tool exist;
team may be able to conceive and convey to however, the team is required to make a collage Quiz & Exam
their viewer about the services and paper with a pictorial abstract that shows on
development rendered by the school. these claimed services and development.
Conduct the collecting and gathering of data Graduates and Data collecting & Graph making & Submit Output in a 1 Computer/printer Week11
through multimedia infrastructure/visiting https://graduateemployability.com/ Computer Aided Instruction. After the 15 whole short size /InternetConnection/
the most preferred institution by the team and Employability minutes facilitating; allow the team of 7 member bondpaper
ask permission to utilize their data for https://www.assuringgraduate to choose a “model” school (big or small) to
graphical presentation. capabilities.com/employability.html conduct data gathering and collecting to
represent their graduates and employability Quiz & Exam
https://www.researchgate.net/... (TESDA/CHED-only two (2) School Year). Let
/233426298_Graduate_employability the team submit their output in a graphic format.
_A_conceptual_f..
Read, write and submit research publishable Research Paper https://www.scribd.com/ Preparation on the Publishable Paper Quiz & Exam Weeks
paper as prescribed in a ring bound short size document/347586950/Teachers-and- 1. Introduction 12-17
bondpaper (APA format- single space) Principals-Clinical-Instruction- 2. Methods
Supervision-in-the-Classroom 3. Results and discussion
4. References
======================================
Suggested Readings and References
Bobbitt, J. Franklin. (1918). The curriculum. Boston: Houghton Mifflin.
Chinnery, A. (2014). Teaching, concept and models of. In D. C. Phillips (Ed.), Encyclopediaof educational theory and philosophy (pp. 792–796). Thousand Oaks, CA: SAGE.
Connelly, F. M. (2013). Teacher educators, teacher education, curriculum and thelandscape of education. In Teacher educators as members of an evolving profession (pp.211–235) (Plymouth, U.K.: Rowman & Littlefield).
Connelly, F. M. (2013). Joseph Schwab, curriculum, curriculum studies and educational reform, Journal of Curriculum Studies, 45, 622–639.
Deng, Z. (2013). The practical and reconstructing Chinese pedagogics, Journal of Curriculum Studies, 45, 652–667
Deng, Z. (2013). Introduction, Journal of Curriculum Studies, 45, 583–590.
Glickman, C. D., Gordon Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2013). The basic guide to supervision and instructional leadership (3rd ed., pp. 250-262). Boston: Pearson.
Gomez, Frederick W. (2019). Teacher and the School Curriculum’. Manuscript: Classroom prepared OBTLP
Jung, J.-H., & Pinar, W. F. (2015). Conceptions of curriculum. In D. Wyse, L. Hayward, & J.
OXFORD (2016). RESEARCH ENCYCLOPEDIA, EDUCATION (education.oxfordre.com). (c) Oxford University Press USA
Pandya (Eds.), The SAGE handbook of curriculum, pedagogy and assessment (pp. 29–46).Thousand Oaks: SAGE.
Willbergh, I. (2015). The problems of ‘competence’ and alternatives from the Scandinavian perspective of Bildung, Journal of Curriculum Studies, 47, 334–354
Zongyi, D. (2016). Bringing curriculum theory and didactics together: A Deweyan perspective. Pedagogy, Culture & Society, 24(1), 75–99.
G. Course Reuirements ◘ Reaction/Think Piece Paper (IGNATIAN PEDAGOGY – CERAE) in every major exam (Prelim, Midterm & Semi-final) APA format; font size & style (TNR 12);
◘ Option - One Journal Notes (Community Involvement) Major exam (Prelim, Midterm & Semi-Final) APA format; font size & style (TNR 12)
◘ Research Paper (to be submitted one week before the final exam.APA format…font size & style TNR 12)
H. Grading System ◘ Reaction/Think Piece Paper (IGNATIAN PEDAGOGY – CERAE) in every major exam (Prelim, Midterm & Semi-final) APA format; font size & style (TNR 12);
◘ Option - One Journal Notes (Community Involvement) Major exam (Prelim, Midterm & Semi-Final) APA format; font size & style (TNR 12)
◘ Research Paper (to be submitted one week before the final exam.APA format…font size & style TNR 12)
Community involvement activity:
◘ Individual visit on the Barangay Disaster Reduction Group (BDRG) and assess or evaluate their preparedness;
◘ Document domestically geographic incidence and recommend solution (pictorial / qualitative or quantitative research)
Evaluation approaches and methods:
◘ Attendance (related appearances or actual participation designed in the syllabus)
◘ Assignment (related activity designed in the syllabus as feedback to connect the Past & Present )
◘ Class participation (individual and group activity designed in the syllabus)
======================================
◘ Quizzes (long & short: Announce and Un-announce measures designed in the syllabus)
◘ Project (Mapping; transectorization; documentary; portfolio; collage; CERAE; Journal; output)
◘ Major exams (Periodical Exam: Prelim, Midterm, Semi-final and Final)
Grading standards:
Class Standing (CS):
◘ Projects (individual and Group Paper) - 5%
◘ Recitation (Asking & Answer Questions) -10%
◘ Assignments -2%
◘ Attendance - 3%
◘ Quizzes (long & short) -40%
◘ Major Exams (periodical; P/M/SF/F) -40%
Formula of the Grading system:
Each total raw score must be converted into equivalent percentage by using the following formula:
Period Exam = 1/3 of the grades
Class Standing (CS) = 2/3 of the grades
Formula:
Prelim Grade = CS X 2 + Prelim Exam
3
Midterm Grade = CS X 2 + Midterm Exam + Prelim Grade
3
--------------------------------------------------------------
2
Semi Final Grade = CS X 2 + Semi final Exam + Midterm Grade
3
--------------------------------------------------------------
2
Final Grade = CS X 2 + Final Exam + Semi final Grade
3
-------------------------------------------------------------
2
Rubric Measurement Guideline
1. General Rating on the submitted CERAE paper
1. Content 20pts
2. Experience 20pts
3. Reflection 20pts
4. Application 20pts
5. Evaluation 20pts
TOTAL…………………. 100
2. General Rating on the submitted COLLAGE paper
1. Abstract 20pts
2. Theme (pics) 20pts
3. Neatness 20pts
4. Organize 20pts
5. Visualization 20pts
======================================
TOTAL…………………… 100
3. General Rating on the INDIVIDUAL & GROUP presentation
1. Punctuality 20pts
2. Content 20pts
3. Trend 20pts
4. Presentation 20pts
5. Activities/interaction 20pts
TOTAL……………………. 100
4. General Rating on the submitted drawing/demo paper
1. Manila paper size 20pts
2. 1 ½ to 2 inches letter size 20pts
3. Replica (image) to reality 20pts
4. Modulated voice 20pts
5. Preparedness & mastery 20pts
TOTAL……………………. 100
1. General Rating on the submitted Publishable Research Paper
A. Overall Quality of the paper Covers 40%
1. Clarity of objectives/problems 5%
2. Soundness of the theoretical/conceptual framework 13%
3. Appropriateness of Research Design/ Statistical Tool 12%
4. Coherence of findings, Conclusions and Recommendations 10%
B. Relevance and Significance of the Study 25%
C. Organization of the paper 20%
D. Novelty and Originality 15%
___________
100%
I. Classroom Policies ◘ For the MWF classes allowable absences is only up to 10 absences
◘ For the TTH classes allowable absences is only up to 7 absences
◘ Class Hours Lost by Late registration are considered as absences
◘ Unjustifiable late & cuts are considered absent
======================================

Teacher and The School Curriculum OBTLP

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A.

Course Title Education 4

Course Objectives / Performance Indicators Summative Assessment Task Details

D. COURSE OUTLINE & TIMEFRAME

Week Course Content / Subject Matter

Bobbitt, J. Franklin. (1918). The curriculum. Boston: Houghton Mifflin.

Deng, Z. (2013). Introduction, Journal of Curriculum Studies, 45, 583–590.

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