Curriculum Development

ASSESSMENT

Activity l: K to 12: Can We Make a Curriculum Change? (By group)

The K to 12 is the current reform in our national basic education curriculum. There
are driving forces as well as restraining forces that affect its implementation. In other
words, there are factors that will make K to 12 succeed but there are also factors that will
make K to 12 fail.

l. What factors make the K to 12 succeed? Write these on the left column A. You may not fill
up all the boxes.

What factors make the K to 12 succeed? Write these on the left column B. You may not fill
up all the boxes.

You see that the middle portion is the word equilibrium or balance.

A. Driving Force/Factor E B. Restraining Force/Factor

Increased focus on vocational education
Sufficient Instructional Time
More Skilled and Competent Graduates
Ready to join workforce
Access to quality education
Competitive Advantage
Holistic Education
Tailor-fitting tracks
Preparedness for Tertiary Learning
Easy Recognition as Global Citizen and
Professionals
Q Dropout rates increase
U Too focused in one area
I Urgent shift in environment
L Forced to choose a strand
I High cost education
B Lack of budget, classroom, school
supplies and teachers
R High school graduates are younger
than 18 years old and lack of basic
competencies and maturity
I
U
M

SELF-REFLECT
 1. As a future teacher, what would be your response to curriculum implementation as
a part of curriculum change? Are you willing to take part in the implementation?
Why? Why
not? Write your answer in not more than 10 sentences.
 Curriculum serves a guide for teacher, a map that teacher use to deliver on
what kind of knowledge and skills students that are expected to learn.
Without the curriculum the goal of the teacher will not be achieved. If there is
a curriculum change then I will take part because it’s my duties and
responsibility. I will understand and study the new curriculum. As a teacher
we have the power to implement the curriculum and the quality of learning
strategies, learning material and assessment depend on us. In implementing
the curriculum teacher must construct a learning outcomes that involves the
3 domain (cognitive, affective and psychomotor domain). To make the
curriculum less stressful to students I will make it creative and fun so that
learner can easy adapt and understand each lesson.

ASSESSMENT

Look for other models of curriculum evaluation and identify each of the model's
distinguishing

features. Use the suggested table below.

Curriculum Model Origin of the model ( who Distinguishing features/

1. Tyler’s objective-centered
model
2. Stufflebeam’s model
3. Scriven’s goal-free model
4. Stake’s model
developed the model and
when it was developed)
Ralph Tyler (1950) Basic
Principle of Curriculum and
Instruction.
Phi Delta Kappa (1971)
context, input, process,
product
Michael Scriven (1972) to
redirect the attention of the
evaluators and
administrators.
Robert Stake (1975) major
contribution to curriculum
evaluation in development
of the responsive model.
characteristics of the model
It is rational and systematic
and easy to understand.
Decision making since it is
improving curriculum.
Goal-based assessment, it
cannot provide an
information to decision
maker as it is use alone.
Interactive and recursive
evaluation process.
5. Eisner’s connoisseurship
model
6. Bradley’s effective model
Elliot Eisner (1979)
emphasized the qualitative
appreciation.
James Bradley (1985)
It is radically different views
of evaluation as it is a
traditional scientific.
Help to measure the
effectiveness of the
development or written
curriculum.

ASSESSMENT

Since our school uses blended instruction using module system and the usual face-to-face
instructional delivery, what would you identify as the agents of this innovation? Justify.

Innovation/Change Agents Of Innovation Justification

Student Learning Foster a student-centered Evaluate course from student

technological blended learning
environment
Environment Link the online environment
to the face-to-face classroom
Facilitation Engage with your students
and outline how they will
interact with each other.
Assessment Reconsider traditional
assessment structure and
outcomes
perspective, and keep in mind
that online components will
explicitly outline expectations,
instructions, and objectives so
that student will see the trail of
learning as possible.
This is a mix up map it provides
module reading, online quizzes,
assignment submission drop box,
and online element. Consider how
environment interact and work
seamlessly engage students.
It is important to cultivate
student-instructor relationship,
but during blended learning there
must be responsible for fostering
interactions, setting, and
encouragement.
Student learning is no longer
taking place exclusively in the
classroom, it would be
appropriate to consider other
assessment methods that align
with the online environment
 where some learners taking place.
Syllabus elements Provide practical support The syllabus must be sure that
and resources the components are clear, easy to
locate, organized, and practical
for the students to include
tutorials, support documents to
help for online activities and
assignments.