Seatwork Number 4

Application: Let’s Apply

A. Direction: Using the matrix below, write at least three critical questions to ask in the
doing the following curriculum planning activities:

Curriculum Planning Activities Critical Questions

1. What are the important subject matter,

facts, principles, concepts?

2. What will be the sequence in which the

subjects matter may be taught, will it be
from specific to general or from easy to
difficult?

3. What activities will be recommended

through which students might best learn
the subject matter, including
experiments, discussions?

4. What supplementary materials for further

The National Level studies in the particular subject area?

5. What will be the suggested tests that

learners might take to check their
progress?

6. Can national level curriculum projects

account for the characteristics of

learners in local institutions where the

projects are supposed to be used?

7. How do national-level curriculum plans

influence the professional role of
teachers?

The School Level

 1. Should students be included on a school-
level curriculum council?

2. If the answer for the first question is yes,

in what capacity, and how would student
representatives be selected?

3. To what extent should the aspects of

hidden curriculum be considered to be
sources of learning for students?

1. What might be the benefits of

cooperative interdisciplinary planning?

2. What are the factors that are believed to

detract from the effectiveness of an
The Teacher Team Level interdisciplinary team?

3. How might aspects of various subjects be

correlated with one another?

B. Today I learned that

Today I learned that at each of these levels, there might be various issues to be looked
into in order that the curriculum planned will serve the set purpose. Curriculum planning
depends on what one wants one’s students to achieve. However, when a group of people
comes together for developing a curriculum, naturally there will be diverse views and
opinions.

A. Using the table below indicates how you can utilize the different approaches in the
classroom.

Curriculum Design Approach What I will do to utilize the approach in the

classroom

1. Child-Centered I will turn my classroom into a community. In a

Curriculum Design child-centered classroom, the students speak, the
Approach teacher listens, interjects and facilitates conversation
when needed, and then thanks the students for their
participation. By involving students directly in the
 education process, and by enabling them to interact
with one another, students begin to feel a sense of
community. More importantly they are shown that
what they feel, what they value, and what they think
are what matter most. In the child-centered
classroom, the teacher acts not only as educator, but
as both facilitator and activator. I will also develop
trust and open communication with my students. At
the beginning of each new school year, I will ask
my students to discuss how they'd like their
classroom experience to be. How should it sound,
feel and function during the year? Are there any
rules that should be put in place to ensure the
classroom experience meets their expectations? I
will give my students 15 minutes to discuss among
themselves and then write their suggestions on the
whiteboard. This exercise, and similar exercises that
can be performed throughout the year, communicate
to students that what they say matters, and that you
trust and value their input.

2. Subject-Centered In a subject-centered approach to curriculum, each

Curriculum Design content area contains its own set of skills and
Approach concepts for mastering that content. For example, If
I will teach science, my students will learn about the
scientific method and science-related vocabulary.
The knowledge that they have gained from our
discussion is valuable when students conduct
experiments and investigations. If I will teach
English, I will teach my students grammatical rules
which they will need to produce appropriate written
products.

3. Problem-Centered The goals of Problem-Centered Design are to help

Curriculum Design students develop flexible knowledge, effective
Approach problem solving skills,self-directed learning,
effective collaboration skills and intrinsic
motivation. For example in an anatomy and
pathophysiology class, I will assign my students a
case study on a certain type of disease diagnosed to
a patient. The problem must motivate students to
 seek out a deeper understanding of concepts and
require students to make reasoned decisions and to
defend them.

B. Today I learned that

Today I learned that developing, designing and implementing an education curriculum is
no easy task. With the rise of educational technology and the diverse types of students
attending higher educational institutions these days, educators have their work cut out for
them. But by following the fundamental guidelines and framework of curriculum
development, educators will be setting themselves and their students up for long-term
success.

Application: Let’s Apply

A. Using the matrix below, do the following:

1. Choose at least two subjects you were enrolled last first semester SY 2019-2020.
2. As far as you can recall, list down all the learning activities done in the chosen classes.
3. Indicate the types of design that each learning activity can address.

Learning Activity Types of Design

1. Live Lecture;The teacher provided Subject-Centered Curriculum Design

information orally, supported by Approach
slides, in 4 to 7 minute blocks,
interspersed with short interactions
 such as asking students to respond to a
related question. For example, the
teacher asked the students a question
that requires them to apply,
summarise, explain or identify an
important aspect of the information
just presented.

2. Assigned Reading: Problem-Centered Curriculum Design

Approach
The teacher provided students with
access to a journal article. Accompany
the journal article with a number of
questions which will help guide
students' focus as they engage with the
text. The questions provided are for
personal reflection, that was addressed
further in a subsequent synchronous
session.

3. Multimedia Content: The teacher used Child-Centered Curriculum Design Approach

a multimedia content file (HTML) to
pose one to four questions, in text.
The teacher asked the students to
record their responses in a linked,
editable survey. Below the questions
and the survey link, embedded a short
video from YouTube that contains
information answering the posed
questions. The teacher then asked the
students to return to their survey
answers (with a link) and update them
with the new knowledge they have.

4. Think-pair-repair: Child-Centered Curriculum Design Approach

In this twist on think-pair-share, the

teacher posed an open-ended question
to the class and asked students to
come up with their best answer. Next,
pair learners up and get them to agree
on a response. The teacher gets two
 pairs together, and the foursome needs
to do the same thing. The teacher
continues until half the group goes
head to head with the other half.

5. Three Things in Common in Three Child-Centered Curriculum Design Approach

Minutes: The teacher asked everyone
to get a partner preferably someone
they don’t know well. Each pair has
three minutes to discover three things
they have in common. They can’t be
obvious things one could discover
without having a conversation. The
conversation has to go deeper. After
three minutes, call time and the
teacher will ask people to volunteer to
share something they learned.

6. Brainwriting: In this approach, Child-Centered Curriculum Design Approach

students are given time to come up
with their own ideas individually
before sharing them out loud or
posting them. Building in space for
individual reflection leads to better
ideas and less groupthink.

7. Jigsaw: The teacher will assist Problem-Centered Curriculum Design

students to build accountability by Approach
teaching each other. The teacher starts
by dividing them into groups. Assign
each person in the group a different
topic to explore and reflect; they'll
regroup to work with all the students
from the other groups who are
exploring the same idea. Once they’ve
mastered the concept, students return
to their home group and everyone
shares newfound expertise.

8. The one-minute paper: At the end of Child-Centered Curriculum Design Approach

class, the teacher will set a timer and
ask students to record their most eye-
 opening revelation or biggest
question. This activity lets students
reflect on learning and build writing
skills plus the teacher will get a
window into their understandings and
misunderstandings.

B. Today I learned that it is equally important that each learning activity is meaningful, and
ensures student development and advancement through the course. Activities should
build on previous activities and avoid being repetitive, they should enable students to
engage with and develop their skills, knowledge and understandings in different ways.
Meaningful activities engage students in active, constructive, intentional, authentic, and
cooperative ways.