LESSON 1

THE CURRICULUM

TOPICS
1. The Concept, Nature, and Purposes of Curriculum
2. The Components of Curriculum
3. Curricular Approaches
4. The Teaching and Learning Processes
LEARNING OUTCOMES
At the end of this Module, the learners should be able to:
1. explain the nature and purposes of curriculum.
2. familiarize with the concepts, nature, and purposes, various meanings, types,
foundation, learning processes, and development models of curriculum.
3. define curriculum.
4. identify the types foundation, and approaches of curriculum.
5. explain the teaching and learning processes and curriculum models.

TOPIC 1: THE CONCEPT, NATURE, AND PURPOSES OF CURRICULUM

Guide question in understanding Curriculum:
 What is Curriculum?
 What is its purpose?
 What is its nature?

Curriculum
- Is as dynamic as the changes that occur in society.
- Is viewed merely as a listing of subjects to be taught in school.
- It refers to the total learning experiences of individuals not only in schools but in
society as well.

Curriculum from Different Point of View

 Traditional Point of View

 20th Century
– Curriculum is a body of subjects or subject matter prepared by the teachers for the
students to learn which is synonymous to:
- Course of study
- Syllabus

 Robert M. Hutchins
– it is a permanent study where the rules of grammar, reading, rhetoric and logic
and mathematics for basic education are emphasized.
– Basic education emphasis is on the 3 Rs.
– College education should be grounded on liberal education.

 Arthur Bestor
– the mission of the school should be intellectual training.
– curriculum should focus on the fundamental intellectual disciplines of grammar,
literature, and writing.
– It should also include Mathematics, Science, History, and Foreign Language.

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  Joseph Schwab
– discipline is the sole source of curriculum.
– curriculum in our educational system is divided into chunks of knowledge, called as
subject areas in basic education -English, Mathematics, Sciences, Social Studies, etc.
– in college, discipline may include Humanities, Sciences, Languages, etc.
– he coined the term discipline as a ruling doctrine for curriculum development.

 Phenix
– curriculum should consist entirely of knowledge which comes from various
disciplines.

 Academic discipline became the view of what curriculum is after cold war and the
race to space.
 Curriculum should consist only of knowledge that comes from the discipline which is
the sole source.
 Curriculum is viewed as a field of study.

 It is made up of:
- Philosophical foundation
- Historical foundation
- Psychological foundation
- And social foundation
- Domains of knowledge
- Research theories and principles
 Summary: traditional ideas view curriculum as written documents or a plan of action
in accomplishing goal.

 Progressive point of View

 listing of school subjects, syllabi, course of study, list of courses or specific discipline
do not make a curriculum.
 If the written materials are actualized by the students it is the time it can be called as
curriculum.
 Curriculum is the total learning experiences of the individual. (Based on John
Dewey’s definition of experience and education.)
 Thought is not derived from action but tested by application.
 Caswell and Campbell
- Curriculum as all experience’s children have under the guidance of teachers
 Smith, Stanley, and Shores
- Curriculum as sequence of potential experiences set up in the schools for the
purpose of disciplining children and youth in group ways of thinking and
acting.
 Marsh and Willis
- Curriculum as the experiences in the classroom which are planned and
enacted by the teacher, and also learned by the students.

 Points of View on Curriculum Development

 Curriculum is a dynamic process.
 Development connotes changes which are systematic.
 Alteration, modification, or improvement of existing condition – means change for
the better.
 2The development should be purposeful, planned, and progressive to have a
positive change.

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Models of Curriculum Development

 Ralph Tyler Model: Four Basic Principle (Tyler’s Rationale)

- What educational purposes should the school seek to attain?
- What educational experiences can be provided that are likely to attain these
purposes?
- How can these educational experiences be effectively organized?
- How can we determine whether these purposes are being attained or not?
 Tyler’s model show that in curriculum development then following consideration
should be made:
- Purposes of the school
- Educational experiences related to the purposes
- Organization of the experiences
- Evaluation of the experiences

 Hilda Taba (Linear Model – Improved Tyler’s Rationale)

 Teachers who teaches or implement the curriculum should participate in the
development of it – the Grassroot Approach.
 The following are the steps in Taba’s Model:
- Diagnosis of learners needs and expectations of the larger society
- Formulation of learning objectives
- Selection of learning content
- Organization of learning content
- Selection of learning experiences
- Organization of learning activities
- Determination of what to evaluate and the means of doing it

Types of Curriculum Operating in Schools

- as described by Allan Glatthorn (2000):

 Recommended Curriculum
- Proposed by scholars and professional organizations.

 Written Curriculum
- Appears in school, districts, divisions, or country documents.

 Taught Curriculum
- What teachers implement or deliver in the classrooms and schools

 Supported Curriculum
- Resources-textbooks, computers, audio-visual materials, which support and
help in the implementation of the curriculum.

 Assessed Curriculum
- Tested and evaluated

 Learned Curriculum
- What the students actually learn and what is measured.

 Hidden Curriculum
- The unintended curriculum.

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Major Foundation of Curriculum

 Philosophical Foundation of Curriculum

 Perennialism
- The aim is to educate the rational person: to cultivate then intellect
- The teachers help the students think with reason based on the Socratic
methods of oral exposition or recitation
- Explicit or deliberate teaching of traditional values
- Classical subjects, literary analysis, and curriculum – constant
- Use of great books and return to liberal arts

 Essentialism
- The aim is to promote the intellectual growth of the individual and educate a
competent person
- The teacher is the sole authority in his orb her subject area or field of
specialization.
- Essential skills of the 3 Rs and essential subjects of English, Science, History,
Math and Foreign Language
- Excellence in education, back to basics and cultural literacy

 Progressivism
- The aim is to promote democratic and social living
- Knowledge leads to growth and development of life-long learners who
actively learn by doing
- Subjects are interdisciplinary, integrative, and interactive.
- Curriculum focus is on students’ interest, human problems and affairs
- School reforms relevant and contextualized curriculum, humanistic education

 Reconstructionism
- The aim is to provide and reconstruct society, education for change
- The teachers act as agents of change and reform in various educational
projects including research.
- Focus on present and future trends and issues of national and international
interests
- Equality of educational opportunities in education, access to global education

 Historical Foundation of Curriculum

 Franklin Bobbit
- Curriculum a science that emphasizes on students’ needs.
- Curriculum prepares the students for adult life.
- Objectives with corresponding activities should be grouped and sequenced
- Instructional activities and tasks must be clarified.

 Werret Charters
- Curriculum is a science that gives emphasis on students’ need.
- The listing of objectives and matching these with corresponding activities
ensures that the content and the subject matter is related to objectives.
- The subject matter and the activities are planned by the teachers.

 William Kilpatrick
- Curricula are purposeful activities which are child-centered.

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 - The purpose of the curriculum is child growth and development.
- Introduced the project method – teacher and students plan the activities.
- The curriculum develops social relationships and small group instruction.

 Harold Rugg
- Curriculum should develop the whole child – child-centered.
- Emphasized social studies and the teacher plans curriculum in advance.

 Hollis Caswell
- Curriculum as organized around social functions of themes, organized
knowledge and learners’ interests
- Curriculum is a set of experiences

 Ralph Tyler
- Curriculum is a science and an extension of school’s philosophy – based on
students’ needs and interests.
- Curriculum is always related to instruction.
- Curriculum aims to educate generalists and not specialists.

 Psychological Foundation of Curriculum

 Behaviorist Psychology
- Dominated the 20th century psychology.
- Edward Thorndike – considered to be as one of the well-known
curricularists.
- Ivan Pavlov – classical conditioning
- B.F. Skinner – operant conditioning
- Albert Bandura – modeling and observation theory
- Robert Gagne – hierarchical learning or sets of behavior and five learning
outcomes.
 Intellectual skills or knowing how to categorized and use symbols
forming concepts and problem solving.
 Information or knowing what knowledge about facts dates and
names.
 Cognitive strategies or learning skills
 Motor skills
 Attitudes feelings and emotions learned through experiences.

 Cognitive Psychology
- Some guide questions:
 How do learners store information?
 How do they retrieve data and generate conclusion?
- Cognitive psychologists focus on how individuals process information and
how the monitor and manage thinking.
- Jean Piaget – cognitive development stages
- Lev Vygotsky – social constructivism
- Howard Garner – Multiple intelligences
- Felder and Silverman – learning styles
- Daniel Goleman – emotional intelligences
- Learning constitutes a logical method for organizing and interpreting
learning.
- Learning is rooted in the tradition of subject matter and is similar to cognitive
development theory.

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  Humanistic Psychology
- Concerned with how learners can develop their human potential.
- Gestalt Psychology – learning can be explained in terms of the wholeness of
the problem and where the environment is changing and the learner is
continuously reorganizing his or her perceptions.
- Abraham Maslow – theory of human need for self-actualizing persons.
- Carl Rogers – non-directive lives
- Concerned with process not product, personal needs not subject matter,
psychological meaning and environmental situation.

 Social Foundation of Curriculum

 Schools exist within the social context and societal culture affects and shapes
their curricula.

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 ACTIVITY!

Activity 1: Curriculum Defined

Directions:
Conduct an online interview with the persons enumerated on the table using your
preferred social media or any platforms regarding the question “What is curriculum?”. And
secure proof of your interview.

Reminders:
First, ask for their permission before you can conduct your interview. Second, also see
to it that you will be having a screen recording or any means of storing your conversation.

Persons interviewed Question: What is curriculum?

Elementary Grades
Teacher
School Principal
College
Instructor/Professor
Student-Teacher
Non-education College
Student
My Insights:
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Activity 2: Identifying Curricula

Directions:
Conduct an online interview with the any of the following (classroom teacher, student
or principal) regarding the existing type of curricula operating in their school by your preferred
social media or any platforms regarding the question, and accomplished the table below. And
secure proof of your interview.

Reminders:
First, ask for their permission before you can conduct your interview. Second, also see
to it that you will be having a screen recording or any means of storing your conversation.

Name of School: ________________________________________________________________

Type of Curricula operating in School Examples from Interview
Recommended Curriculum
Written Curriculum
Taught Curriculum
Supported Curriculum
Assessed Curriculum
Learned Curriculum
Hidden Curriculum
My Insights:

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 TOPIC 2: THE COMPONENTS OF CURRICULUM
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Guide questions about the components of curriculum:

1. What is to be done?
2. What subject matter is to be included?
3. What instructional strategies, resources, and activities will be employed?
4. What methods and instruments will be used to assess the results of the curriculum?

Four (4) Major Components of Curriculum:

 Aims Goals Objectives
- All schools shall aim to – based on 1987 Philippine Constitution:
 Inculcate patriotism and nationalism
 Foster love of humanity
 Promote respect for human rights
 Appreciate the roles of national heroes in the historical development
of the country
 Teach the rights and duties of citizenship
 Strengthen ethical and spiritual values
 Develop moral character and personal discipline
 Encourage critical and creative thinking
 Broaden scientific and technological knowledge and promote
vocational efficiency
- Aims of Elementary Education – Education Act of 1982
 Provide knowledge and develop skills, attitudes, values essential to
personal development and necessary for living in and contributing to
a developing and changing society.
 Provide learning experiences which increase the child’s awareness of
and responsiveness to the changes in the society.
 Promote and intensify knowledge, identification with and love for the
nation and the people to which he belongs.
 Promote work experiences which develop orientation to the world of
work and prepare the learners to engage in honest and gainful work.
- Aims of Secondary Education
 Continue to promote the objectives of elementary education.
 Discover and enhance the different aptitudes and interests of the
students in order too equip them with skills for productive endeavor
and or to prepare them for tertiary schooling.
- Aims od Tertiary Education
 Provide general education programs which will promote national
identity, cultural consciousness, moral integrity, and spiritual vigor.
 Train the nation’s manpower in the skills required for national
development.
 Develop the profession that will provide leadership for the nation.
 Advance knowledge through research and apply new knowledge for
improving the quality of human life and respond effectively to
changing society.
- School’s should be guided by its vision, mission, and goals and its curricula
should revolve around it.

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 - School vision is a clear concept of what the institution would like to become
in the future.
- The school mission statement spells out how it intends to carry out is vision.
- The school’s vision and mission are further translated into goals which are
broad statements or intents to be accomplished.
- These goals are made simple and specific for the attainment of the learners
– educational objectives.
- Educational objectives by Benjamin Bloom and Robert Mager:
 Explicit formulation of the ways in which students are expected to be
changed by the educative process.
 Intent communicated by statement describing a proposed change in
learners.
- The three (3) big domains of objectives by Benjamin Bloom and Associates
 Cognitive Domain – domain of thought process (Bloom et al. 1956)
- Knowledge
- Comprehension
- Application
- Analysis
- Synthesis
- Evaluation
 Affective Domain – domain of valuing, attitude, and appreciation.
(Krathwohl 1964)
- Receiving
- Responding
- Organization
- Characterization
 Psychomotor Domain – domain of the use of psychomotor attributes.
(Simpson, 1972)
- Perception
- Guided response
- Mechanism
- Complex overt response
- Adaptation
- Origination

 Subject Matter or Content

 Content is more than simply information to be learned in school.
 Gerome Bruner – knowledge is a model we construct to give meaning and
structure to regularities in experience.
 Some criteria which can be utilized in the selection of subject matter content or
knowledge for the curriculum:
- Self-sufficiency
- Significance
- Validity
- Interest
- Utility
- Learnability
- Feasibility
 Subject matter or content can be selected for use if these are:
- Frequently and commonly used in daily life.
- Suited to the maturity level and abilities of the students.
- Valuable in meeting the needs and the competencies of a future
career.

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 - Related with other subject areas.
- Important in the transfer of learning.
 Principles in organizing different learning contents – Palma (1992):
- Balance
- Articulation
- Sequence
- Integration
- Continuity

 Learning Experiences
 Teaching strategies convert the written curriculum to instruction
 Guide for the selection and use of methods:
- Teaching methods are means to achieve the end. They are uses to
translate the objectives into actions.
- There is no single best teaching method. Its effectiveness will
depend on the learning objectives, the learners and skills of the
teachers.
- Teaching methods should stimulate the learners desired to
develop the cognitive, affective, psychomotor, social, and spiritual
domains of the individuals.
- In the choice of the teaching methods, learning styles of the
students should be considered.
- Every method should lead to the development of the learning
outcomes in the three domains.
- Flexibility should be a consideration in the use of the teaching
methods.

 Evaluation Approaches
 Worthen and Sanders, (1987) – all curricula to be effective must have the
element of evaluation.
 Evaluation refer to the formal determination of the quality, effectiveness, or
value of the program, process, product of the curriculum.
 Tuckman (1985) – evaluation as meeting the goals and matching them with the
intended outcomes.
 Stufflebeam’s CIPP (Context, Input, Process, Product) Model
- Widely used model of evaluation.
- The prosecco is continuous and is very important to curriculum
managers like principals, supervisors, department head, deans,
and even teachers.
- Content is the environment of the curriculum.
- Input refers to the ingredients of the curriculum which includes
goals, instructional strategies, the learners, the teachers, the
contents and all the materials needed.
- Process refers to the ways and means of how the curriculum has
been implemented.
- Product indicates if the curriculum accomplishes its goals.
 Suggested plan of actions for the process of curriculum evaluation:
 Focus on the particular component of the curriculum.
 Collect or gather the information.
 Organize the information
 Analyze the information
 Report the information

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 TOPIC 3: CURRICULAR APPROACHES

 Recycle the information for continuous feedback, modification and

adjustments.

Some Curriculum Approaches

 Behavioral Approach
- It is anchored on the behaviorist principles and approach to curriculum.
- Started with the idea of Frederick Taylor which is to aim to achieve
efficiency.
- The change in behavior indicates the measure

 Managerial Approach
- Dominant approach in the 1950’s and 1960’s.
- The principal is the curriculum leader and at the same time instructional
leader who is supposed to be the general manager.
- The General Manger sets the following
 Policies and Priorities
 Establishes the direction of change and innovation
 Planning and organizing curriculum and instruction
- School administrators are less concerned about the content that about
organization and implementation.
- Curriculum managers look at curriculum changes and innovations as they
administer the resources and restructures the schools.
- Some Roles of Curriculum Supervisors (Ornstein and Hunkins, 2004)
 Help develop the school’s education goals.
 Plan curriculum with students, parents, teachers, and other
stakeholders.
 Design programs of study by grade levels.
 Plan or schedules classes or school calendar.
 Prepare curriculum guides or teacher guides by grade levels of
subject areas.
 Help in the evaluation and selection of textbooks.
 Observe teachers.
 Assist teachers in the implementation of the curriculum.
 Encourage curriculum innovation and change.
 Develop standards for curriculum and instructional evaluation.

 Systems Approach
- Influenced by system theory.
- The parts of the total school districts or school are examined in terms of how
they relate to each other.
- The organizational chart of the school represents a system approach.
- George Beauchamp – the systems theory of education sees the following to
be of equal importance:
 Administration
 Counseling
 Curriculum
 Instruction
 Evaluation

 Humanistic Approach
- Rooted in the progressive philosophy and child-centered movement.

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 ACTIVITY!
- Considers the formal or planned curriculum and the informal or hidden
curriculum.
- Considers the whole child and believes that in curriculum the total
development of the individual is the prime consideration.

Reflection

“Is the Philippine education system really deteriorating?”

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 TOPIC 4: THE TEACHING AND LEARNING PROCESSES
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 Teaching as a process in curriculum

- Good teaching is difficult to agree upon.
- Because of the changing paradigms of teaching, several definitions have
evolved based on the theories of teaching and learning that have come
about.
 Teaching as an organization of meaningful learning.
 It is creating a situation or selecting life-like situations to enhance
learning.
 Teaching is a process of imparting knowledge and skills required to
master a subject matter.
 It is a process of dispensing knowledge to an empty vessel which is
the mind of the leaners.
 Teaching is showing, telling, giving instruction, making someone
understand in order to learn.
 Teaching is now perceived as stimulating, directing, guiding the
learners and evaluating the learning outcomes of teaching.

The Teaching Process

PLAN IMPLEMENT EVALUATE

FEEDBACK AND REFLECTIONS

 Planning phase includes the decision about:
 The need of the learners
 The achievable goals and objectives to meet the needs
 The selection of the content to be taught
 The motivation to carry out the goals
 The strategies most fit to carry out the goals
 The evaluation process to measure learning outcomes.
 Implementation phase require the teachers to implement what has been
planned.
 The teacher and the students are involved.
 The interaction between the two are important in the accomplishment of
the plan.
 In the evaluation phase a match of the objectives with the learning outcomes
will be made.
 This phase answers the question if the plans and implementation have
been successfully achieved.
 Feedback and reflection phase are a continuous process.
 It is giving of information as to whether the three phases were
appropriately done and gave good results.

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  Some basic assumptions base on the diagram of teaching process:
 Teaching is goal oriented with the change of behavior as the ultimate
end.
 Teachers are the ones who shape actively their own actions.
 Teaching is a rational and reflective process.
 teachers, by their actions, can influence learners to change their own
thinking or desired behavior, thus, teaching is a way of changing behavior
through the intervention of the teachers.
 Some indicators as guide in the process of good teaching:
 Good teaching is one that is well planned and where activities are
interrelated to each other.
 Good teaching is one that provides learning experiences or situations that
will ensure understanding, application, and critical thinking.
 Good teaching is based on the theories of learning.
 Good teaching is one where the learner is stimulated to think and reason.
 Good teaching utilizes prior learning and its application to new situations.
 Good teaching is governed by democratic principles.
 Good teaching embeds a sound evaluation process.

 Learning as a process in curriculum

- To teach is to make someone to learn.
- Learning
 Is a change in individual’s behavior caused by experience or self-
activity.
 It implies that learning can only happen through the individual’s
activity of his/her own doing.
- Two principal types of learning theories:
 Behavioral learning theories
- Emphasize observable behavior such as new skills, knowledge,
or attitudes which can be demonstrated.
- If the individual has changed behavior, he has learned.
- Ivan Pavlov - Classical Conditioning Theory
- Edward Thorndike – Laws of Learning
- B.F. Skinner – Operant Conditioning
- Albert Bandura – Modeling or Observational Learning
 Cognitive Learning Theories
- Concerned with human learning in which unobservable
mental processes are used to learn and remember new
information or acquire skills.
- Jerome Bruner – Discovery of Learning
- David Ausubel – Reception Learning
- Robert Gagne – Events of Learning
 Events of Learning 8 Internal Events:
 Motivation Phase
 Apprehending Phase
 Acquisition Phase
 Retention Phase
 Recall Phase
 Generalization Phase
 Feedback Phase

Some general statements which describe learning based on the theories of learning:
 Learning does not take place in an empty vessel.

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 Learning is a social process where interactions with other learners and the teachers are
needed.
 Learning is a result of individual experiences and self-activity.
 Learning is both observable and measurable.
 Learning takes place when all the senses ate utilized.
 Learning will be enhanced when the learner is stimulated, directed, guided, and
feedback is immediately given.
 Each learner has his/her own learning style.

 Teaching and learning go together

- One process cannot succeed without the success or support of the other.
- Teaching as a process cannot be taken independently in its entirety.
- “Learning in teaching and Teaching for learning”

 Some ways of doing teaching and learning

- Different methods of teaching can be clustered according to the number of
students being taught.
- Some ways of learning:
 Learning by trial and error
 Learning by conditioning
 Learning by insight
 Learning by observation and imitation through modeling

 Teaching and learning in the curriculum

- One of the crucial issues raised today in education is not what the students
should learn but rather how the student should learn how to learn.
- Teaching and learning give life and meaning to the curriculum.

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 ACTIVITY!

Why are teaching and learning important elements in the curriculum?

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 ASSESSMENT:
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Directions: Answer the following questions below. You can use graphic organizers but make
sure it is appropriate and never forget to include your references.

1. Name at least five persons who contributed to the field of curriculum as well as their
contribution.
2. How do philosophy, psychology, history, and society influence the development of
curriculum?
3. Explain how the three processes: planning, implementing, and evaluating are used in a
curriculum development?
4. Can a school curriculum succeed without a clear vision?
5. Should the school’s mission be reflected in all its curricula?
6. Will subject matter dictate the approach in curriculum?
7. Should the learning activities be congruent to the objectives of the curriculum?
8. Should evaluation of learning outcomes be based on the experiences of the learners?
9. As a student of curriculum, will you put equal emphasis on the four curricular
components?
10. Does a principal with a humanistic approach to curriculum emphasize most
memorization of subject matter?
11. Does the systems approach to curriculum consider only each part?
12. Can experiences be measured?

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 LESSON 2
CURRICULUM DEVELOPMENT

TOPICS
1. Curriculum Design Models
2. The Dimensions and Principles of Curriculum Design
3. Curriculum Design Approaches

LEARNING OUTCOMES
At the end of this Module, the learners should be able to:
1. analyze he different phases of curriculum design and in identified the used
approaches in the design of the curriculum
2. discus different curriculum models and types
3. discuss some important issues regarding curriculum approaches
4. analyze curriculum design and identified curriculum from borrowed copies of
syllabus from CTE faculty members

TOPIC 1: CURRICULUM DESIGN MODELS

Curriculum Design Models

 Subject-Centered Design Model – this model focuses on the content of the curriculum.
(Henry Morrison and William Harris)
 Subject Design – it is the oldest and so far, the most familiar design for the
teachers, parents, and other laymen.
 Discipline Design – it is related to subject-centered design. It focuses on
academic disciplines – which refer to specific knowledge learned through a
method which the scholars use to study a specific content of their fields.
 Correlation Design – this comes from a core, correlated curriculum design that
links separate design in order to reduce fragmentation.
 Broad Field Design/Interdisciplinary Design – is a variation of the subject-
centered design. It is made to prevent the compartmentalization of subjects and
integrate the contents that are related to each other
 Learner-Centered Design – then learner is the center of the educative process.
 Child-Centered Design – is often attributed to the influence of John Dewey,
Rouseau, Pestallozi, and Froebel. It is anchored on the needs and interests of the
child.
 Experience-Center Design – it is similar to the child-centered design. The child
remains to be the focus, but experienced-centered design believes that the
interests and needs of the learners cannot be pre-planned.
 Humanistic Design – anchored to Abraham Maslow’s theory of self-actualization
which explains that a person who achieves this level is accepting of self, others

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 and nature and Carl Roger belief’s that a person can enhance self-directed
learning by improving self-understanding and basic attitudes to guide behavior.
The development of self is the ultimate objective of learning.

 Problem-Centered Design – draws on social problems, needs, interests and abilities of

the learners.
 Life -Situation Design – the contents are organized in ways that allow students
to clearly view problem areas clearly. It uses the past and the present
experiences of learners as a means to analyze the basic areas of living.
 Core Design – it centers on general education and the problems are based on
common human activities the central focus includes common needs, problems,
concerns of the learners
 Ways on how to proceed following core design by Faunce and Bossing
(1959)
 The problem is selected by either the teacher or students.
 A group consensus is made to identify the important problems
and interests of the class.
 Problems are selected on the basis of developed criteria for
selection.
 The problem is clearly stated and defined.
 Areas of study are decided, including dividing the class by
individual or group interests.
 Needed information are listed and discussed.
 Resources for obtaining information are listed and discussed.
 Information is obtained and organized.
 Information is analyzed and interpreted.
 Tentative conclusion is stated and tested.
 A report presented to the class on the individual or group basis.
 Conclusions are evaluated.
 New avenues of exploration toward further problem solving are
examined.

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 ACTIVITY!

Tertiary Education Curriculum

Directions:
Ask for permission and borrow a syllabus from any of your college
instructors/professors. Study the syllabus and answer the given questions.

Questions:
1. What elements of a curriculum do you find in the syllabus? Copy at least 2 examples of
each element and give your insights.
2. Identify what curriculum design or designs your instructor/professor is using and give
your explanation.

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 TOPIC 2: THE DIMENSIONS AND PRINCIPLES OF CURRICULUM DESIGN

The Dimensions and Principles of Curriculum Design

 Scope
- Tyler and Ornstein (2004) – all the content, topics, learning experiences and
organizing threads comprising the educational plan.
- Does not only refer to the cognitive content, but also to the affective and
psychomotor content.

 Sequence
- To provide continuous and cumulative learning, a vertical relationship among the
elements of the curriculum provides the sequence.
- Contents and experiences are arranged in hierarchical manner, where the basis
can either be logic of the subject matter or on the developmental patterns of
growth of the cognitive, affective, and psychomotor domains.
- Four Principles for Sequence – Smith, Stanley, and Shore (1957)
 Simple to complex learning
 Prerequisite learning
 Whole to part learning
 Chronological learning
- Five Major Principles for Organizing Contents in Units – Posner and Rudnitsky
(1994)
 World-related sequences – what relationships exists among people,
objects or events of the world? How can contents and experiences be
arranged so that they will be consistent with the world?
 Space – spatial relations will be the basis for sequence
 Time – the content is based from the earliest to then more recent.
 Physical attributes – refers to the physical characteristics of the
phenomena such as age, shape, size and others.
 Concept-related sequence – reflects the organization of the conceptual
world how ideas are related together in a logical manner.
 Class relations – refers to the group or set of things that share
common practices.
 Propositional relations – a proposition in a statement that asserts
something. Arranged so that evidence is presented ahead before
proposition.
 Inquiry-related sequence – based on the scientific method of inquiry.
 Learning-related sequence – based on the psychology of learning and
how people learn.
 Empirical prerequisites – based on empirical studies where the
prerequisite is required before learning the nest level.
 Familiarity – prior learning is important in sequence what is
familiar should be taken up first before the unfamiliar.
 Difficulty – easy content is taken ahead than the difficult one

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  Interest – contents and experiences that stimulate interests are
those that are novel – can arouse curiosity and interests of the
learners.

 Continuity – vertical repetition and recurring appearances of the content provide

continuity in the curriculum. The process enables the learners to strengthens the
permanency of learning and development of skills – spiral curriculum by Gerome
Bruner.
 Integration – everything is integrated and interconnected. Organization is drawn from
the world themes from the real-life concerns.
 Articulation – this can be done either vertically or horizontally. Vertical articulation,
contents are arranged from level to level or grade to grade so that the content in the
lower level is connected to the next level. Horizontal articulation happens when the
association is among or between elements that happen at the same time.
 Balance – equitable assignment of content, time, experiences, and other elements to
establish balance is needed in curriculum design.

Guidelines in Curriculum Design

 Curriculum design committee should involve teachers, parents, administrators, and even
students.
 School’s vision, mission, goal and objectives should be reviewed and used as basis for
curriculum design.
 The need and the interests of the learners, in particular, and the society, in general,
should be considered.
 Alternative curriculum design should consider advantages and disadvantages in terms of
costs, scheduling, class size, facilities, and personnel required.
 The curriculum design should take into account cognitive, affective, psychomotor skills,
concepts and outcomes.

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 ACTIVITY!

Reflection

What is the impact of curriculum design in teaching and learning?

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 TOPIC 3: CURRICULUM DESIGN APPROACHES
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Six (6) Features of a Curriculum

1. The Teacher
- Who teaches?
2. The Learners
- Who do the teacher teach?
3. Knowledge, Skills, Values
- What do the teacher teach?
4. Strategies and Methods
- How do teachers teach?
5. Performance
- How much of the teaching was learned?
6. Community Partners
- With whom do teacher teach?

Some Approaches to Curriculum Design

 Learner-Centered Approach – it is based on the underlying philosophy that the learner
is the center of the educational processes.
 Subject-Centered Approach – prescribes different and separate subjects into one broad
field.
 Problem-Centered Approach – assumes that in the process of living learners experience
problems.

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 ACTIVITY!

Reflection

Why should lessons revolve around problems?

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 ASSESSMENT!
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Directions: Answer the following questions below. You can use graphic organizers but make
sure it is appropriate and never forget to include your references.

1. Will the varied designs make a difference in the way you teach or the way you earn?
How?
2. Give example situations that will illustrate the following:
a. Scope
b. Sequence
c. Integration
d. Articulation
e. Continuity
f. Balance
3. Give one example situation for every approach discussed in this module.

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 LESSON 3
CURRICULUM IMPLEMENTATION
TOPICS
1. The Roles of the Stakeholders
2. Curriculum Delivery through Technology
3. Pilot Testing and Monitoring of Curriculum

LEARNING OUTCOMES
At the end of this Module, the learners should be able to:
1. familiarize on the roles of stakeholders in the implementation of curriculum
2. identify the roles of technology in the delivery of curriculum
3. discuss how pilot testing and monitoring the implementation of curriculum are
being done
4. discuss the importance of pilot testing and monitoring in the implementation of
curriculum

TOPIC 1: THE ROLES OF THE STAKEHOLDERS

Stakeholders are individuals or institutions that are interested in the school curriculum

1. The learner at the center of the curriculum

2. The teachers as curriculum developers and implementers
3. Curriculum managers and administrators
4. Parents as supporters to the curriculum
- Effective parental involvement in school affairs may be linked to parents’
educational programs which is central to high quality educational experiences of
the children.
- The parents’ involvement extends from the confine of the school to the homes
- In most schools the parents’ association is organized
5. Community members as curriculum resources
6. Other stakeholders in curriculum implementation
- Department of Education
- Commission on Higher Education
- Professional Regulation Commission

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 ACTIVITY!

Reflection

What significant role do the stakeholder play in curriculum implementation?

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 TOPIC 2: CURRICULUM DELIVERY THROUGH TECHNOLOGY
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 Instructional media may also be referred to as:

 Media technology
 Learning technology
 Technology
 Technology plays a crucial role in delivering instruction to learners.
 Technology offers various tools of learning and these range from no-projected and
projected media.

Non-projected Media Projected Media

 Real objects  Overhead transparencies
 Models  Opaque projections
 Field trips  Slides
 Kits  Filmstrips
 Printed materials  Films
 Visuals  Video
 Visual boards  VCD/DVD
 Audio materials  Multimedia presentation

Factors for Technology Selection

1. Practicality
2. Appropriateness
3. Activity / Suitability
4. Objective-matching

The Roles of Technology in Curriculum Delivery

 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 the lessons and courses.
 Broadening the delivery of education outside schools through non-traditional
approaches to formal and informal learning, such as open universities and life-long
learning to adult learners.
 Revolutionizing the use of technology to boost educational paradigm shifts that give
importance to student-centered and holistic learning.

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 ACTIVITY!

Reflection

Technology in the implementation of curriculum boon or bane?

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 TOPIC 3: PILOT TESTING AND MONITORING OF CURRICULUM
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Pilot Testing or Field Try-out

 This process will gather empirical data to support whether the material or the
curriculum is useful, relevant, reliable, and valid.
 Usually it follows an experimental method of research, however an initial process can be
done without any comparison group.
 This is a developmental process that gives the signal as to whether the particular
curriculum can already be implemented with confidence.
 Curriculum Monitoring
 This ask the question “how are we doing?”, “Is the curriculum
accomplishing its intended purposes?”
 Important in the determination whether the curriculum is still relevant
and effective.
 It is a periodic assessment and adjustment during the try-out period.
 This determine how the curriculum is working.
 This provides decision that would even end or terminate the program.
 Curriculum Evaluation
 School-Based Evaluation
 Accreditation

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 ACTIVITY!

Why is there a need to pilot test and monitor curricular programs?

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 ASSESSMENT!
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Directions: Answer the following questions/tasks below. You can use graphic organizers but
make sure it is appropriate and never forget to include your references.

1. Identify the stakeholders in your school and put a short description of their role.
2. Make an interview about the status of the use/integration of technology of your
preferred school. Make sure to secure permission before the conduct of the interview.
3. Identify tools/technology that your school are using in the delivery of curriculum and
put a brief explanation on how it is being utilized and what are the benefits/advantages
and disadvantages of using it.
4. What are the advantages and disadvantages of doing a school-based evaluation of
curriculum? Support your answer.
5. We often see in school brochures the word “accredited” attached to the name. What
benefits will the school derive if its programs are accredited?
6. What is the difference between the accreditation in private and public institution
programs accreditation?

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 LESSON 4
CURRICULUM ASSESSMENT
TOPICS
1. Curriculum Assessment
2. Parameters of Assessment
3. Criteria for Curriculum Assessment
4. Tools in Assessing the Curriculum
LEARNING OUTCOMES
At the end of this Module, the learners should be able to:
1. differentiate assessment and evaluation of curriculum
2. discus the importance of curriculum assessment
3. identify different parameters in assessing the curriculum
4. identify the tools being used in assessing the curriculum
5. discuss the process how curriculum is being assessed

TOPIC 1: CURRICULUM ASSESSMENT

Curriculum Assessment
– is the process of collecting information for use in evaluation.
– It is an important part of the systems approach to curriculum development.
– Any information, data collected or obtained through various processes will be analyzed
for important decision-making process.

TOPIC 2: PARAMETERS OF ASSESSMENT

Curriculum assessment may achieve the following purposes:

1. Highlight curriculum expectation.
2. Gather information about what students know and can do.
3. Motivates students to learn better.
4. Motivate and encourage teachers to meet the identified needs of students.
5. Provide evidence to tell how well the students have learned.
6. Obtain feedback that helps teachers, students and parents make good decisions to
guide instruction.

Parameters of Assessment:

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 Intended Curriculum – this refers to s set of objectives set at the beginning of any
curricular plan and establishes the goal, specific purposes, and the immediate
objectives to be accomplished. This answers what the curriculum maker wants to do.
- Indicators to measure intended curriculum:
 Are the objectives achievable within the learner’s developmental levels?
 Can the objectives be accomplished within the time frame?
 Are the resources adequate to accomplish the objectives?
 Are the objectives specific and clear?
 Are there ways of measuring the outcomes of the objectives?
 Are the objectives observable?
 Are the objectives doable?
 Are the objectives relevant?
 Overall, are the objectives SMART?

 Implemented Curriculum
- Refers to then various learning activities or experiences of the students in order
to achieve the intended curricular outcomes.
- Questions to assess the implemented curriculum:
 Are the learning activities congruent with the stated objectives?
 Are the materials and methods appropriate for the objective set?
 Does the teacher have the skill to implement the activities or use the
strategy?
 Does the teacher utilize the various ways of doing to complement the
learning styles of the students?
 Are there alternative activities for the learners to do to accomplish the
same objectives?
 Are there activities provided to address individual differences?
 Do the activities provide maximum learning experiences?
 Do the activities motivate the learners to do more and harness their
potentials?
 Do the activities utilize multiple sensory abilities of the learners?
 Do the activities address multiple intelligences of the learners?

 Achieved Curriculum
- Refers to the curriculum outcomes based on the first two types of curriculum.
- It is considered as the product.
- Questions to assess the achieved curriculum:
 Do the learning outcomes achieved by the learners approximate the
level of performance set at the beginning of the curriculum?
 Are the learning outcomes achieved higher or lower than the objectives
set?
 Do the achieved learning outcomes reflect the knowledge, skills,
attitudes, intended to be developed?
 How many percent of the learners in the same class perform higher than
the level set at the beginning?
 Do then curricular outcomes reflect the goals and the aspirations of the
community where the curriculum was implemented?

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 ACTIVITY!

How would you describe a school curriculum where the intended outcomes do not match with
the implemented activities and the achieved outcomes?

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TOPIC 3: CRITERIA FOR CURRICULUM ASSESSMENT

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Criteria – are set of standards to be followed in assessment, upon which the different
elements are being tested. This will determine the different levels of competencies or
proficiency of acceptable task performance.

 Criteria for Goals and Objectives

- Goals and objectives are statements of curricular expectations.
- They are sets of learning outcomes specifically designed for students.
- Goals and instructional objectives are formulated and specified for the following
purposes:
 To have focus on curriculum and instruction which give direction to
where students need to go.
 To meet the requirements specified in the policies and standards of
curriculum and instruction.
 To provide the students’ the best possible education and describe the
students’ level of performance.
 To monitor the progress of the students based on the goals set.
 To motivate students and the teachers to be able to feel a sense of
competence when goals are attained.
- For goals and objectives to be formulated criteria on certain elements should be
included – Howell and Nolet (2000):
 Content
 Behavior
 Criterion
 Condition
- Criteria for writing effective goals and objectives:
 Are those objectives syntactically correct?
 Do the objectives comply with the legal requirements of the course of
objectives?
 The annual goals should describe what the learners can
reasonably be expected to accomplish within a given period and
given appropriate instructional resources.
 Short term instructional) objectives should be stated so clearly
that it is obvious how we would measure to see if the objectives
are meet.
 The objectives should describe a sequence of intermediate steps
between a child’s present level of educational performance and
the annual goals that are established.
 Do the objectives pass the strangers test?

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  Do the objectives address both knowledge and behavior?
 Do they pass the “so-what?” test?
 Are the objectives aligned?
 Do they make common sense?

 Criteria for Assessment of Instruction

- Instruction refers to then implementation of the objectives.
- Two approaches to instruction:
 Supplantive Approach – referred to as direct instruction (Adams and
Englemann, 1996
 Generative Approach – referred to as constructivist or developmental.

 Curriculum Criteria
- Guidelines on standard for curriculum decision making.
 Have the goals of curriculum or teaching plan been clearly stated; and
are they used by teachers and students in choosing content, materials,
and activities for learning?
 Have teacher and students engaged in student-teacher planning in
defining the goals and in determining how they will be implemented?
 Do some of the planned goals relate to the society or the community in
which the curriculum will be implemented or the teaching will be done?
 Do some of the planned goals relate to the individual learner and his/her
needs, purposes, interests, and abilities?
 Are the planned goals used as criteria in selecting and developing
learning materials for instruction?
 Are the planned goals used as criteria in evaluating learning achievement
and in the further planning of learning sub goals and activities?
 Hass and Parkay, (1993) – individual, flexibility and systematic planning are criteria that
depend in part o knowledge of the different approaches to learning.
- Criterion are:
 Does the curriculum or teaching plan include alternative approaches and
alternative activities for learning?
 Have the different learning theories been considered in planning
alternative learning approaches and activities?
 Has the significance of reward responses, transfer, generalization,
advance organizer, self-concept, meaningfulness of the whole, personal
meaning, imitation, identification and socialization been considered in
the planning?
 The characteristics of a good curriculum:
 The curriculum is continuously evolving.
 The curriculum is based on the needs of the people.
 The curriculum is democratically conceived.
 The curriculum is a result of a long-term effort.
 The curriculum is a complex of details.
 The curriculum provides for the logical sequence of subject matter.
 The curriculum complements and cooperates with other programs of the
community.
 Then curriculum has educational quality.
 The curriculum has administrative flexibility.
 Marks of a good curriculum – J. Galen Saylor:
 A good curriculum is systematically planned and evaluated.
 A good curriculum reflects adequately the aims of the school.

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 ACTIVITY!
 A good curriculum maintains balance among all aims of the school.
 A good curriculum promotes continuity of experience.
 A good curriculum arranges learning opportunities flexibility for
adaptation to particular situations and individuals.
 A good curriculum utilizes the most effective learning experiences and
resource available.
 A good curriculum makes maximum provision for the development of
eah learner.

What is your concept about criteria and criteria for curriculum assessment?

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 TOPIC 4: TOOLS IN ASSESSING THE CURRICULUM
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Tools in assessing the curriculum

 Assessment strategies
 Paper-and-pencil strategy
 The select response
 Performance-based strategy
 Exhibition or Demonstration
 The observational strategy
 Personal communication strategy
 Interview
 Oral strategy
 Classroom presentation
 Reflective strategy
 Response journal
 Combination of strategy
 Portfolio
 Recording devices or tools
 Anecdotal record
 Checklist
 Rating scale
 Rubric
 Learning log
 Non-test monitoring and assessment
 Oral and written reports
 Teacher observation
 Journal
 Portfolio
 Slates od hand signals
 Games
 Projects
 Debates
 Checklist\cartooning
 Models
 Notes
 Daily assignments
 Anecdotal records
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 ACTIVITY!
 Learning centers
 Demonstration
 Problem solving
 Discussion
 Organize note sheets and study guides

What is your definition and description of assessment strategies and tools in assessing
curriculum? Justify your answer.

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 ASSESSMENT!
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Directions: Answer the following questions/tasks below. You can use graphic organizers but
make sure it is appropriate and never forget to include your references.

1. Differentiate assessment and evaluation of curriculum.

2. Using the identified parameters and tools of assessment in assessing the curriculum,
give instances where it represents the identified parameters and tools and explain your
answer.
3. What will be the benefits of assessing curriculum?
4. Discuss the processes of curriculum assessment.

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 LESSON 5
CURRICULUM EVALUATION
TOPICS
1. Evaluation
2. Curriculum Evaluation
3. Two Types of Curriculum Evaluation

LEARNING OUTCOMES
At the end of this Module, the learners should be able to:
1. discuss the importance of curriculum evaluation
2. explain the two types of curriculum evaluation
3. discuss the processes of curriculum evaluation
4. identify the advantages and disadvantages of curriculum evaluation

TOPIC 1: EVALUATION

Evaluation
 is the process of determining the value of something or extent to which goals are being
achieved.
 It is also the process of using information that is collected through assessment.
 It entails a reasoning process than is based on influenced.
 It is a thoughtful process and the judgment we make about the assessment of student
learning based on established criteria.
 Evaluation provides information:
 Directly too the learner for guidance.
 Directly to the teacher for orientation of the nest instruction activities.
 Directly to external agencies for their assessment of schools functioning in the
light of national purpose.
 Formative and summative evaluation:

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 - Formative evaluation takes place during the lesson or project and tells the
evaluator what is happening.
- Summative evaluation takes place at the end of the unit or section of instruction.

Curriculum Evaluation
 is a systematic process of judging the value, effectiveness, and adequacy of a
curriculum: its processes, product and setting which will lead to informed decision.
 Is the process of obtaining information for judging then worth of an educational
program, product, procedure, educational objectives, or the potential utility of
TOPIC 1: TWO TYPES OF CURRICULUM EVALUATION
approaches designed to attain specific objectives (Glass and Worthem, 1997)
 Focuses on determining whether the curriculum as recorded in the master plan has
been carried out in the classroom.
 Curriculum evaluation key questions:
 Are the objectives being addressed?
 Are the contents presented in the recommended sequence?
 Are students being involved in then suggested instructional experiences?
 Are students reacting to the contents?
Remember:
 Evaluation should be useful and systematic.
 The information gathered should be important for the improvement of and for the
final judgment of the curriculum being evaluated.

Two Types of Curriculum Evaluation

1. SCHOOL-BASED EVALUATION (SBE)

This is a type of curriculum evaluation where the evaluation of the school curriculum’s
content, design, operation, and maintenance are being evaluated by the assigned to the school
personnel and this is to ensure the relevancy and usefulness of the curriculum being evaluated.

The following are some of the advantages of the school-based evaluation:

1. Accountability is shared by all, hence bias and conflict are minimized.
2. School personnel develop evaluation skills
3. The real concerns of the school and community are addressed by the evaluation.
4. Broad participation of school personnel provides opportunities for building school
cohesiveness.
5. Provides reliable and valid information on curriculum, resources, and general school

TOPIC 1: CURRICULUM EVALUATION

functioning.

Remember:
 The results of the school-based evaluation will help both the school administration and
the stakeholders for the present and future plans.

2. ACCREDITATION

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 This is a voluntary process of submitting a curricular program to an external accrediting
body for review in any level of education: basic, tertiary, or graduate school to assure standard.

Accreditation studies the statement of the educational intentions of the school and
affirms a standard of excellence.

Some Purposes of Accreditation

1. Program Improvement
2. Foster Excellence
3. Standard Assurance

Ten (10) Areas Used for Program Accreditation

1. Mission, Goals, and Objectives
2. Faculty
3. Curriculum and Instruction
4. Students
5. Research
6. Extension and Community Involvement
7. Library
8. Physical Facilities
9. Laboratories
10. Administration

Stages of Accreditation

1. Application
An educational institution files its application to undergo accreditation with Accrediting
Agency of Chartered Colleges and Universities in the Philippines, Inc. (AACUP)

2. Institutional Self-Survey
Upon approval of the application, the applicant institution will be required to make an
internal assessment by its internal accreditors to determine the program’s readiness for
external review.

3. Preliminary Survey Visit

The evaluation of the program for the first time by external accreditors. Passing the
assessment entitles the program to be awarded a Candidate Status valid for 2 years.

4. 1st (Formal) Survey Visit

The evaluation of the program which is has attained Candidate Status, and if it has
attained a higher level of quality, is awarded a Level I Accredited Status, good for 3 years.

5. 2nd Formal Survey Visit

Involves the evaluation of an accredited program, and if has passed the standards set at
a higher level of quality than the immediately preceding survey visit, may qualify the program
to an award of Level II Re-accredited Status, good for 5 years.

6. 3rd Formal Survey Visit

The accreditation stage conducted after a program has enjoyed a Level II Re-accredited Status
for 5 years. Passing a higher level standard of quality entitles then program to apply for Level
III. The program then is evaluated and must excel in 4 areas, namely:
1. Instruction
2. Extension, which is mandatory

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 3. And 2 more areas to be chosen from among:
a. Research
b. Performance in Licensure Examination
c. Faculty Development
d. Linkages

7. 4th Formal Survey Visit

Is a higher level which if hurdled, may entitle the institution to be an Institutional
Accreditation Status.

Areas for Accreditation – under Curriculum and Instruction

1. Curriculum and Program of Studies

Program of Studies
A list of subjects or courses to be taken and arranged in a logical order

Program of studies includes these cluster that will pride the students at any level with
necessary competencies for effective learning:
 Knowledge
 Skills
 Attitudes
 Values
 Experiences

Basic Education – Department of Education (DepEd)

Included program of studies that aim for Internationalism:
 English
 Mathematics
 Science
Included program of studies that aim for Filipinism:
 Filipino
 Makabayan
Remember:
 Any program of studies should meet the Department of Education’s requirements for
basic education.

Tertiary Education – Commission on Higher Education (CHED)

Courses or degree programs are composed of:
 General Education Subjects
 Professional Education Subjects
 Major Subjects
 Electives

2. Classroom Management

Conducive learning environment considers:

 Classroom physical arrangement
 Ventilation
 Lighting
 Cleanliness
 Human related factors:
 Teachers’ attitude

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  Students’ responses
 Teacher-students relationships
 Student-student relationships
 Student-student interactions
Remember:
 For effective instruction, the use of appropriate classroom management must be
practiced.
 Good classroom management provides opportunities to develop independent lifelong
learners who uphold and observe democratic practices.
 The teachers’ role is to act as facilitator of learners and learning.

3. Instructional Processes or Methodologies

The following are guide questions about this area:

 How to translate into action the written and planned curriculum?
 How should a lesson be taught?
 What teaching methodologies should be used for a particular type of learners?
 Is there a fit or match between lesson objectives and the methods of teaching?
 Has teaching or methods of delivery accomplished the objectives set?

Remember:
 The decision in choosing the method of teaching is a crucial factor in curriculum and
instruction.
 There are varied teaching methodologies that are compatible with the different learning
styles of the students.
 There is a need to know the pedagogical content knowledge of each strategies.
 Curriculum accreditors see to it that different methodologies are utilized in the
classrooms by the teachers for effective teaching-learning process.
 Teachers are guided, supported by the school officials.
 Quality instruction is a concern of curriculum.

4. Graduation Requirements

Remember:
 A Student has to accomplish its academic program as prescribed in the program of
studies he/she is in.
 Requirements are discussed upon enrollment by both parents and students.
 Graduation means successful accomplishment of the curricular program of studies.

5. Administrative Support for Effective Instruction

Remember:
 A curriculum can be best implemented if there is support of the school administration.
 A school administration which can provide high and quality support to instruction
assures effective curricular outcomes.
 The school administrators play important leadership in:
 Maintaining quality of the program of studies
 Classroom management
 Instructional processes
 Graduation requirements
 Academic performance of the students
 Administrative measures for effective instruction

6. Evaluation of Academic Performance of Students

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Remember:
 It is necessary that learning outcomes be evaluated.
 Evaluation of performance should make use of valid and reliable tools which are
periodically reviewed and revised.
 Grading system must be clarified and well-disseminated.


The Benefits of Accreditation

Programs that have passed the standards, and are awarded accreditation status:
1. lend prestige to member institutions, justified by the possession of quality standards
and unremitting efforts to maintain them at high level;
2. help parents to know which program they may send their children to for quality
education;
3. make all those engaged in education aware of standards of excellence which they
should strive to attain;
4. make possible for those proposing funding and those who are to fund, to know what to
support and how much support is needed; and
5. make possible for an evaluated program to know its strength and weaknesses, and in
what aspects it needs to develop.

Accreditation has also been used as a criterion in administrative decision-making in a variety

of ways:
1. applicants for teaching in the Department of Education (DepEd) who are graduates of
accredited programs are granted credit points;
2. used as a criterion in the leveling of State Universities and Colleges (SUCs);
3. used as a criterion in the selection of schools for foreign students;
4. some agencies consult AACCUP about the accreditation status of colleges and
universities attended by their employees for purposes of promotion; and
5. sometimes foreign universities consult AACCUP regarding the accreditation status of
programs attended by Filipino students seeking admission.
In view of the failure of CHED Order No. 31 to provide benefits to SUCs, AACCUP has taken
cognizance of the following potential incentives to be granted to accredited
programs/institutions:
1. as a rational basis for budgetary requests;
2. for normative financing;
3. as a factor in the selection of Center of Excellence (COEs) and Center of Development
(CODs);
4. for SUCs leveling;
5. as a requirement for the conversion of a college to a university;
6. as a factor in assessing the appointment/transfer of an SUC President; and
7. for matching-fund schemes where requirements for accreditation are matched with
funds from CHED.

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 ACTIVITY!

What is the importance of evaluating the curriculum? What will be its the benefits to the school,
students, and the community?

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______________________________________________________________________________
ASSESSMENT!
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Directions: Answer the following questions/tasks below. You can use graphic organizers but
make sure it is appropriate and never forget to include your references.

1. Differentiate the two types of curriculum evaluation.

2. Make a visual presentation of the processes of curriculum evaluation.
3. Identify the advantages and disadvantages of curriculum evaluation.

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 LESSON 6
INTRODUCTION TO TRAINERS METHODOLOGY LEVEL II

TOPICS
1. What is Trainers Methodology Level 2 (TM2)?
2. Definition of Qualification
3. Competency Standards
4. Training Standards
5. National Assessment and Certification Arrangement

LEARNING OUTCOMES
At the end of this Module, the learners should be able to:
1. identify and discuss the distinction between Trainers Methodology Level I (TM I)
and Trainers Methodology Level II (TM II).
2. identify the competency standards of TM II.
3. discuss the competency standards of TM II.
4. familiarize with the policies governing the national assessment and certification
procedure.

TOPIC 1: WHAT IS TRAINERS METHODOLOGY LEVEL 2 (TM2)?

Trainers Methodology:

TRAINERS METHODOLOGY LEVEL I TRAINERS METHODOLOGY LEVEL II

consists of competencies a TVET trainer
performing functions of trainer and assessor
must achieve. A TVET trainer is a person who
enables a learner or a group of learners to
develop competencies to performing a
particular trade or technical work.
consists of competencies a TVET trainer or
technical trainer performing functions as
training designer/developer must achieve. A
TVET trainer is a person who enables a
learner or a group of learners to develop
competencies to performing a particular

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 trade or technical work.
TOPICwho
A person 2: COMPETENCY STANDARDS
has achieved this Qualification A person who has achieved this Qualification
is competent to be: is competent to be:

 Curriculum designer
 TVET Trainer/Technical Trainer
 Training Facilitator/Coordinator  Instructional designer
 Competency Assessor  Training designer/developer

The Units of Competency comprising this qualification include the following:

BASIC COMPETENCIES
Lead workplace Communication
Apply math and science principles in technical training
Apply environmental principles and advocate conservation
Utilize IT applications in technical training
Lead small teams
Apply work ethics, values and quality principles
Work effectively in vocational education and training
Foster and promote a learning culture
Ensure healthy and safe learning environment
Maintain and enhance professional practice
Develop and promote appreciation for costs and benefits of technical
training
TOPIC 3: TRAINING STANDARDS
Develop and promote understanding of global labor markets

CORE COMPETENCIES
Conduct training needs analysis
Develop training curriculum
Develop learning materials
Develop competency assessment tools
Design and develop maintenance system
Develop learning materials for E-Learning

ELECTIVE COMPETENCY
Facilitate development of competency standards

TRAINING STANDARDS
These guidelines are set to provide the Technical and Vocational Education and Training
(TVET) providers with information and other important requirements to consider when
designing training programs for TRAINERS METHODOLOGY (TM) LEVEL II.

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 TOPIC 4: NATIONAL ASSESSMENT AND CERTIFICATION ARRANGEMENT

NATIONAL ASSESSMENT AND CERTIFICATION ARRANGEMENTS

1. To attain the National Qualification of TM II, the candidate must demonstrate

competence in all the units of competency listed in Section 1. Successful candidates shall
be awarded a National TM Certificate signed by the TESDA Director General.
2. The Qualification may be acquired through accumulation of TM Certificates of
Competency (COC) in the following units of competency –
i. Conduct training-needs analysis
ii. Develop training curriculum
iii. Develop learning materials
iv. Develop E-learning materials
v. Develop assessment tools
vi. Design and develop maintenance system for training facilities
vii. Facilitate development of competency standards – Elective unit

3. Upon accumulation and submission of the above six (6) TM-COCs acquired, an
individual shall be issued the National TM II Certificate.
4. Assessment shall focus on the core units of competency. The basic competencies shall be
integrated or assessed concurrently with the core units.
5. The candidate applying for assessment and certification under TM II must be

i. BS graduate or equivalent
ii. Holder of TM I qualification
iii. Certified of National Certificate level that will be handled/facilitated

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 ASSESSMENT!

Directions: Answer the following questions/tasks below. You can use graphic organizers but
make sure it is appropriate and never forget to include your references.

1. What is the difference between TM I and TM II?

2. Who may qualify to take TM II?
3. Identify the competency standards of TM II and give a brief description.
4. Discuss the importance of understanding the competency and training standards and
the policies governing the national assessment and certification.

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